Becoming a Better Teacher: A Case of Changing the Pedagogical Knowledge and Beliefs of Law Professors

Abstract

Two instructors, getting the lowest student ratings in law school at a research university in Israel, were interviewed, rated by students, and videotaped in classes at two points in time: before and after a treatment for improving instruction. Throughout the intervention period, several of their students were also interviewed regarding their instruction. Ratings by students of the same course in the years previous to, and following, the treatment were also recorded. An analysis of the pre-treatment data identified three general factors that diminished students' ability to concentrate on and understand the instructors' teaching, as a result of which students rated them as poor. These three factors were: personal characteristics and aptitudes that negatively affect classroom behavior; lack of sufficient pedagogical knowledge, and damaging thinking and beliefs regarding instruction and students. The four-month intensive treatment showed success in modifying and changing for the better most of the damaging factors and in increasing instructional effectiveness. The significant increase in student satisfaction from instruction was maintained for at least eight months after the end of treatment. A principal conclusion is that for improving instruction of teachers perceived as poor by students, it is necessary to modify not only the teachers' classroom behaviors but also their personal characteristics and their beliefs about teaching and students-especially those that undermine the effectiveness of their instruction.Key wordsUniversity teachersimproving teachingteachers' knowledgeteachers' beliefspoor teaching