Title: A diamond-quality teaching modelling in higher education: an AAU perspective

Authors: Mona Kamal Ibrahim; Yehia A. Ibrahim

Addresses: College of Education, Humanities and Social Sciences, Al Ain University of Science and Technology (AAU), P.O. Box 64141, Al Ain, United Arab Emirates; Faculty of Education, Helwan University, Cairo, Egypt ' Assiut University, Kornish Al Ibrahimeya, Qesm Than Asyut, Assiut Governorate, Egypt

Abstract: In this manuscript, the authors designed a novel model of quality teaching called the 'diamond-quality teaching model' (D-QTM). The novelty of this model is that it explicitly adds the teacher's dispositional quality modelling dimension to complement the three known pedagogic dimensions: intellectual quality; environmental quality; and significance of learning outcomes. This explicit addition of dispositional quality modelling assures that quality teaching will not only affect what students can 'academically' achieve, but also what they can 'practically' do and be; making teaching both informative and transformative. The five well-known components of emotional and social learning (SEL) were adopted as the cluster elements of the dispositional quality modelling dimension. These elements are expected to bring the affective domain to the teaching-learning process and enhance the cognitive and psychomotor domains. By this addition, each of the four D-QTM dimensions in the model comprises five key elements that further define and clarify the nature and function of the model in terms of teaching/learning dynamics. All the models presented in this manuscript are designed based on research in the concerned fields and within the spirit of the United Arab Emirates (UAE) 2021 vision and the Abu Dhabi Education Council (ADEC) mission of higher education.

Keywords: Abu Dhabi Education Council; ADEC; affective domain; quality teaching model; QTM; social and emotional learning; SEL; AAU; United Arab Emirates; UAE.

DOI: 10.1504/IJEBR.2018.088519

International Journal of Economics and Business Research, 2018 Vol.15 No.1, pp.23 - 39

Received: 25 Mar 2017
Accepted: 29 Mar 2017

Published online: 11 Dec 2017 *

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