Becoming a better teacher: A case of changing the pedagogical knowledge and beliefs of law professors

Two instructors, given the lowest ratings by students in the school of law at a research university in Israel, were interviewed, rated by students, and videotaped in classes twice: before and after they went through 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 pay attention to and understand their teaching, thus causing their teaching to be perceived by students 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 that resulted from the intervention 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 damage the effectiveness of their instruction.