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The aim of this study was to uncover our graduate students' perceptions of who is a good professor. Although the data were collected and analyzed on an Israeli sample, the findings can contribute to the planning of graduate programs for experienced teachers and can extend the theoretical understanding of how to promote learning among experienced adult learners in general. The qualitative phenomenological study examined ninety experienced teachers, who were students at a graduate college of education. They were asked to indicate three characteristics and describe classroom events that reflect a "good professor." In addition, we analyzed the feedback questionnaires that were administered at the end of each semester. The data presented students’ perceptions of the "good professor." The findings revealed three domains of characteristics: first, the relationship between professor and students; second, methods of instruction ; and third, the professors' knowledge . The same domains were found in the students’ descriptions of the teaching events and in their feedback at the end of the semester. Their expectations and needs are different from those of undergraduate students.

The "Good Professor" as Perceived by Experienced Teachers Who are Graduate Students