Abstract:
Characteristics of good teaching in formal settings have been thoroughly debated, yet research documenting effective teaching in non-formal settings is lacking. The purpose of this phenomenological study was to describe what constitutes "good" teaching in non-formal settings. Six Extension specialists representing two land grant institutions were interviewed using a semistructured approach. Results indicate that key differences exist between effective teaching in formal versus non-formal settings. From the interview data, five domains of "good" teaching in non-formal settings emerged: "Good" teaching is (1) grounded in relationships, (2) flexible and adaptive, (3) identifiable in audience non-verbals, (4) similar to theater, and (5) mastering the fundamentals. An understanding of these domains can enrich the overall teaching and learning experience in non-formal settings. Also, Extension literature suggests mastering successful non-formal teaching is critical in fostering agent career retention. Given the connection between successful non-formal teaching and agent retention, Extension agents in particular should receive professional development trainings addressing these five domains.
Keywords:
characterizing good teaching, non-formal settings
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