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Using classroom observations alongside semi-structured interviews with ten instructors and twelve students, the study applies data condensation to interpret participants’ views. Results emphasize the characteristics of effective teaching and express expectations for changing current teaching practices through deeper engagement in teaching-learning. This shift requires redesigning course syllabi and assignments, together with continuous professional development for teaching faculty to support a student-centered approach.",{"@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/understanding-effective-teaching-beliefs-of-instructors-and-students-a-qualitative-study-at-an-ethiopian-university/593127/",{"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/understanding-effective-teaching-beliefs-of-instructors-and-students-a-qualitative-study-at-an-ethiopian-university/593127.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main focus?","Question",{"text":112,"@type":113},"It examines instructors’ and students’ beliefs about effective teaching in Ethiopian higher education and how those beliefs influence adoption of a student-centered approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study combined classroom observations with semi-structured interviews with ten instructors and twelve students, then used data condensation for interpretation.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes does the article say are needed for effective teaching?",{"text":121,"@type":113},"It calls for changes in course syllabus and assignments and ongoing professional development for teaching faculty to support the desired teaching approach.","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},593127,1792160583,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"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,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Understanding Effective Teaching Beliefs of Instructorsand Students: A Qualitative Study at an Ethiopian  \nUniversity  \nBy Markos Tezera Taye *, Abdulghani Muthanna±, Guoyuan Sang°  \n& Ahmed Alduais •  \nThis article explores instructors and students’ beliefs toward effective teaching in higher education in Ethiopia. Besides classroom observations, we developed and conducted semi-structured interviews with ten instructors and 12 students atone higher education institution. We followed the data condensation anddisplayed it for interpreting the data. The findings highlight the qualities of effective teaching and the hope for a change in the current teaching approach to actively participate in the teaching-learning action. This, however, demands a change in designing the course syllabus and assignments and the continuous professional development of the teaching faculty.  \nKeywords: beliefs, effective teaching, student-centered approach, professional development, higher education, Ethiopia  \nIntroduction  \nIt is reasonable to recognize that teachers’ pedagogical skills and personal beliefs shape their classroom teaching (Brinkmann, 2016). It is equally important to consider students’ beliefs toward effective teaching as their beliefs help teachers design effective teaching strategies for their courses (Kurniati & Cahyono, 2018). This means that personality aids teaching (Arif, Rashid, Tahira & Akhter, 2012). Therefore, understanding beliefs could help comprehend how personality and functioning vary across individuals (Dweck, 2008) . Therefore, this article focuses on exploring the beliefs of instructors and students toward effective teaching in higher education in Ethiopia, how their beliefs influence teachers to adopt a student-centered approach, and how students take responsibility for their learning.  \nIn the age of information and globalization, there is an increasing demand for changes in higher education institutions with a focus on curricula, teaching strategies, support services, and overall functioning that prepare the new generation for current and future challenges (Mok, 2010; White & Glickman, 2007; Zhu & Engels, 2014). A change is a never-ending process that could be adapted as far asthe goals of a given change are made clear and shared to have a conscious social awareness of a particular change (Keating, 2005). For example, a change in  \n*  \nAssistant Professor, College of Education, University of Gondar, Ethiopia.  \n±Associate Professor, Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU), Norway.  \n°  \nProfessor, Center for Teacher Education Research, Beijing Normal University, China.  \n•Associate Researcher and Assistant Professor, Department of Human Sciences (Psychology) University of Verona, Italy.  \ncurriculum or teaching approaches could improve educational institutions (Lin, Chuang, & Hsu, 2014).  \nEthiopian higher learning institutions provide teachers with a year-long pedagogical training for all instructors to enable them to implement a studentcentered approach in their classrooms. However, they are focusing on developing teachers’ teaching skills without addressing students’ and teachers’ beliefs on effective teaching. How teachers and students’ beliefs shape the implementation of the student-centered approach is an under-researched issue in Ethiopian higher education. This article explores the influence of teachers and students’ beliefs on the implementation of the student-centered approach. It mainly aims to answer these research questions: 1) How do instructors and students perceive effective teaching at university? Moreover, 2) How do such beliefs contribute to using a student-centered approach?  \nA Brief Overview of Higher Education in Ethiopia  \nHigher learning in Ethiopia has almost the same age as Axum Obelisks that dates back to the traditions of the Ethiopian Orthodox Church before 300 AD (Abebe, 1995; Kebede, 2010; T","cbCaihS6Zy6TpIH2","https://ap.wps.com/l/cbCaihS6Zy6TpIH2","pdf",314907,"English","# Introduction\n# A Brief Overview of Higher Education in Ethiopia\n# Beliefs on Effective Teaching","[{\"question\":\"What is the article’s main focus?\",\"answer\":\"It examines instructors’ and students’ beliefs about effective teaching in Ethiopian higher education and how those beliefs influence adoption of a student-centered approach.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study combined classroom observations with semi-structured interviews with ten instructors and twelve students, then used data condensation for interpretation.\"},{\"question\":\"What changes does the article say are needed for effective teaching?\",\"answer\":\"It calls for changes in course syllabus and assignments and ongoing professional development for teaching faculty to support the desired teaching approach.\"}]","Understanding Effective Teaching Beliefs of Instructors and Students: A Qualitative Study at an Ethiopian University | PDF",1792076649,48]