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Teachers awarded highest value to presenting the class topic, linking it to real life with examples, prompting participation through questions, and checking understanding while clarifying doubts. Students gave similar judgments with lower scores, and new research directions are suggested for teachers’ beliefs on learning and assessment in higher education.",{"@graph":14,"@context":75},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Pease‡  \nThe aim of this study was to identify and describe students and teachers’perceptions on the most valued teaching actions in order to learn. Two samples were used for this study: 352 university teachers and 2634 undergraduate students answered to a questionnaire on different teaching actions. Results showed that teaching actions assessed in the questionnaire were considered important by both samples, since they favor students’ learning. Teachers considered as the most valued actions presenting the class topic and linking it with reality using examples, asking questions to students to make them participate or identifying if they understood the topic and clarifying doubts. On the other hand, students gave a similar appraisal but with significantly lower scores. Some new research lines are suggested such as teachers’ beliefs on learning and assessment in higher education.  \nKeywords: assessment, class development, higher education, teaching actions  \nIntroduction  \nThe new demands of the modern world, caused by the knowledge society and the use of information and communication technology, as well as the massification of higher education, and the high degree of competition among university institutions, have emphasized the importance of the quality of the teaching practices offered (Fitzmaurice, 2010) . For that reason, there is a large number of papers focused on investigating the teaching quality, the effectiveness of different teaching practices and the ways they can be measured (Alderman, 2007; Bain, 2004; Hernández Méndez, Mijangos, & Malpica, 2011) . Consequently, the proper use of different teaching practices in higher education determines the achievement of the learning outcomes (Zabalza, 2012) . In that regard, to carry out an appropriate research on teaching practices, it is necessary to define them.  \nFirst of all, practice is defined as \"the unique way in which a teacher does  \n􀀍 Head of the Research Area, Institute of University Teaching, Pontifical Catholic University of Peru, Peru.  \n† Director, Institute of University Teaching, Pontifical Catholic University of Peru, Peru.‡ Associate Professor, Department of Psychology, Pontifical Catholic University of Peru, Peru.  \n[https://doi.org/10.30958/aje.3-2-1](https://doi.org/10.30958/aje.3-2-1) doi=10.30958/aje.3-2-1  \nthings, this consists of not only observable actions but also the choice of specific situations and decision making\" (Altet cited in Perez, Sarmiento, & Zabalza, 2012, p. 147) . Thus, a teaching practice is conceived as an array of situations in the classroom that shape the teacher and students’ performance, according to certain objectives and is confined to a set of actions that directly affect students’ learning (García-Cabrero, Loredo, & Carranza, 2008; Martínez-Rizo, 2012) .  \nAs stated above, teaching practice is a concept usually applied in a classroom context. However, there are many variables outside the class (such as teaching planning, assessment tools and communication) that affect the teaching-learning process. For that reason, it was decided to use a more general concept (teaching action) to be able to analyze the complete process. Therefore, the teaching practices are set by the combination of a group of teaching actions. Nevertheless, teaching actions are not dependent on a classroom context but can be used in different spaces (García-Cabrero, Loredo,& Carranza, 2008) .  \nThe different actions that teachers perform can be classified under different paradigms. Mostly, it is possible to identify two models: one focused on teaching (or teacher-centered) and another focused on learning (or studentcentered) (Biggs, 2006; Gargallo, 2008; Samuelowicz & Bain, 2001) . The former is characterized by content transmission from the teacher to the student. Within this framework, variations in students’ learning are attributed ","cbCaidpj4rJn1HcA","https://ap.wps.com/l/cbCaidpj4rJn1HcA","pdf",558622,15,"English","# Introduction\n## Defining teaching practice and teaching action\n## Teaching actions and educational paradigms\n## Limits of classification and combined teaching styles","[{\"question\":\"What is the study’s main aim?\",\"answer\":\"To identify and describe students’ and teachers’ perceptions of the most valued teaching actions in order to learn.\"},{\"question\":\"How was the data collected and who participated?\",\"answer\":\"A questionnaire was completed by 352 university teachers and 2,634 undergraduate students.\"},{\"question\":\"Which teaching actions did teachers value most?\",\"answer\":\"Teachers valued actions such as presenting the class topic, linking it to reality with examples, asking questions to promote participation, checking students’ understanding, and clarifying doubts.\"},{\"question\":\"How did students’ ratings compare with teachers’ ratings?\",\"answer\":\"Students gave a similar appraisal of the teaching actions, but with significantly lower scores.\"}]","Students and Teachers’ Perceptions of the Most Valued Teaching Actions | PDF",38]