Summary:
This work presents an evaluative study of teaching effectiveness on a course taught by a team. The purposes of the study were the analysis of teaching effectiveness and the appraisal of the effects of a change on teaching style entailed by to adoption of the problem-based learning approach. The evaluation was based on student ratings of specific teaching behaviors by consecutive classes. A 14-item questionnaire, previously validated, was used. The findings reveal the items that contribute more to the lag between student expectations and perceptions of reality on five dimensions of teaching behavior. Most of all, they show that positive and significant changes in student perceptions of critical teaching behaviors were associated with the educational renewal. This study contributes information to the appraisal of the potencial role of student ratings in the analysis and development of teaching effectiveness.