This paper provides best practices evidence from a sample of accounting educators in the U.S. recognized formally for their teaching excellence. These teaching exemplars were surveyed and asked to list, in their own words and in ranked order of importance, “a minimum of three and up to five factors or qualities of your teaching that you believe have helped distinguish you as an effective teacher.” We received 453 responses to this question from our sample of 105 award-winning accounting educators. A content analysis of these responses suggests the following major characteristics of teaching effectiveness in accounting (in decreasing order of perceived importance): class session learning environment, student focus, preparation and organization, importance of the practice environment, passion and commitment to teaching (as a profession), and the design of the course learning environment. Response breakdowns suggest the existence of contextual effects: differences in importance ratings for selected characteristics of teaching effectiveness were observed with respect to respondent professorial rank, years of full-time teaching experience, and gender. Results shine a light on teaching effectiveness in accounting education providing, for the first time, both evidence of the perceived relative importance of specific characteristics, as well as insights on pedagogical knowledge to guide educator classroom pursuits.

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