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Results converge into five categories describing effective teaching: didactic mastery, constructive student relationships, commitment to teaching, informed visions and beliefs about instruction, and motivation, responsibility, and accountability. Findings support educational policy for teacher selection, recognition, evaluation criteria, incentives, and professional development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/contributions-of-best-practices-in-teaching-to-improving-higher-education-instruction/602074/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/contributions-of-best-practices-in-teaching-to-improving-higher-education-instruction/602074.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the five categories used to characterize good teachers in higher education?","Question",{"text":112,"@type":113},"The study groups findings into five categories: didactic ability and subject mastery, appropriate interpersonal relationships with students, the importance teachers give to their work, teachers’ visions and beliefs about teaching, and the motivation, commitment, and responsibility with which they perform their role.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the results support educational policy in higher education institutions?",{"text":117,"@type":113},"The results are used to justify policies such as selecting new teachers, promoting and valuing good teaching, applying criteria for teacher evaluation, creating incentive programs for academic productivity, and supporting teacher training.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main purpose of integrating the research on good teachers?",{"text":121,"@type":113},"The integration aims to improve teaching quality in higher education by identifying consistent features across studies and translating these into practical, institution-wide approaches rather than treating good teaching as only a personal outcome.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602074,1792170924,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| archivos analíticos de políticas educativas\u003Cbr>Revista académica evaluada por pares, independiente, de acceso abierto y multilingüe | |\n| --- | --- |\n| Arizona State University |  |\n| Volumen 29 Número 111 30 de agosto 2021 ISSN 1068-2341 |  |\n\nContributions of Best Practices in Teaching to Improving Higher Education Instruction1  \nJesús Carlos-Guzmán  \nUniversidad Nacional Autónoma de México  \nMéxico  \nCitación: Carlos-Guzman, J. (2021) . Contributions of good teaching practices for teacher improvement in higher education. [Translation of Aportaciones de las buenas prácticas de enseñanza para el mejoramiento docente en educación superior] . Archivos Analíticos de Políticas Educativas, 29(111) .  \n[http://doi.org/10.14507/epaa.29.3906](http://doi.org/10.14507/epaa.29.3906)  \nAbstract: Interested in improving the quality of teaching in Higher Education Institutions (IES), we integrate research on good teachers, carried out by both the author and other researchers. These studies are distinguished by having used different methodologies, being carried out at different times and in different places; however, there are important coincidences. The results were grouped into five categories that distinguish good teachers: 1) their didactic ability and mastery of the subjects taught, 2) have adequate interpersonal relationships with students, 3) the importance they give to their work, 4) possess certain visions and beliefs about teaching and 5) the motivation, commitment and responsibility with which they carry out their role. The results provide a base for an educational policy that could be applied to educational institutions: the selection of new teachers, the promotion and appreciation of good teaching, as well as the criteria for teacher evaluation, incentive programs academic productivity and for teacher training. This proposal contributes to making good teaching a common practice in educational institutions and not just an isolated result of personal motivations and commitments.  \n1 This is an unofficial English translation provided by the author and has not been peer reviewed in English.  \nKey words: higher education; teaching in higher education; good teaching practices; teaching quality; educational policy  \nResumen: Interesados por mejorar la calidad de la docencia impartida en las Instituciones de Educación Superior (IES), integramos investigaciones sobre los buenos docentes, realizadas tanto por el autor como por otros investigadores. Estos estudios se distinguen por haber empleado diferentes metodologías, ser realizados en distintas épocas y en diversos lugares; noobstante, hay grandes coincidencias. Los resultados fueron agrupados en cinco categorías que describen al buen docente: 1) su capacidad didáctica y dominio de los temas enseñados, 2) tener unas adecuadas relaciones interpersonales con los alumnos, 3) la transcendencia que da asu labor, 4) poseer ciertas visiones y creencias sobre la docencia y por 5) la motivación, compromiso y responsabilidad con la que desempeña su función. Lo integrado lo usamos para fundamentar una política educativa que las instituciones de educación superior podrían aplicar para: la selección de los nuevos docentes, el fomento y aprecio de la buena docencia, utilizarlos como criterios en la evaluación docente y en los programas de estímulos a la productividad académica y apoyar la formación docente. Deseamos que lo propuesto contribuya a que la buena docencia sea una práctica común en las instituciones educativas y no solo resultado aislado de motivaciones y compromisos personales.  \nPalabras clave: educación superior; docencia en educación superior; buenas prácticas deenseñanza; calidad docente; política educativa  \nContribuições de boas práticas de ensino para o aperfeiçoamento de professores no ensino superior  \nResumo: Interessados em melhorar a qualidade do ensino nas Instituições de Ensino Superior (IES), integramos pesquisas sobre bons professores, realizadas tanto pelo autor como ","cbCaiprnb9xyR0lo","https://ap.wps.com/l/cbCaiprnb9xyR0lo","pdf",450085,"English","# Abstract\n## Contributions and five categories\n## Educational policy implications\n## Author-provided translation note\n## Keywords","[{\"question\":\"What are the five categories used to characterize good teachers in higher education?\",\"answer\":\"The study groups findings into five categories: didactic ability and subject mastery, appropriate interpersonal relationships with students, the importance teachers give to their work, teachers’ visions and beliefs about teaching, and the motivation, commitment, and responsibility with which they perform their role.\"},{\"question\":\"How do the results support educational policy in higher education institutions?\",\"answer\":\"The results are used to justify policies such as selecting new teachers, promoting and valuing good teaching, applying criteria for teacher evaluation, creating incentive programs for academic productivity, and supporting teacher training.\"},{\"question\":\"What is the main purpose of integrating the research on good teachers?\",\"answer\":\"The integration aims to improve teaching quality in higher education by identifying consistent features across studies and translating these into practical, institution-wide approaches rather than treating good teaching as only a personal outcome.\"}]","Contributions of Best Practices in Teaching to Improving Higher Education Instruction | PDF",1792093983,76]