Article

Characteristics of effective English teachers perceived by high school teachers and students in Korea

Soonchunhyang University, Onyang, Chungcheongnam-do, South Korea
Asia Pacific Education Review (Impact Factor: 0.84). 12/2006; 7(2):236-248. DOI: 10.1007/BF03031547

ABSTRACT

This study investigated the characteristics of effective English teachers as perceived by 169 teachers and 339 students in
high school in Korea, with a self-report questionnaire consisting of three categories: English proficiency, pedagogical knowledge,
and socio-affective skills. Overall, the teachers perceived significantly different characteristics than the students in all
three categories with the teachers ranking English proficiency the highest in contrast to the students who ranked pedagogical
knowledge the highest. The student subgroups also held different perceptions of effective teaching. High achieving students
reported different characteristics than low achieving students in pedagogical knowledge and socio-affective skills, whereas
the male students demonstrated different characteristics from the female students in socio-affective skills. The findings
have implications for knowledge-based teacher education for current and prospective English teachers.

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    • "To the best of the researchers' knowledge, there are only a few studies (e.g., Borg, 2006; Lee, 2010) that clearly concentrate on distinctive characteristics rather than effectiveness and ineffectiveness of English teachers (e.g. Bell, 2005; Brosh, 1996; Mullock, 2003; Park & Lee, 2006). Therefore, this study was an attempt to explore Iranian EFL teachers' perception of their own characteristics and how this perception and their sense of efficacy are affected by years of experience. "

    Full-text · Article · Dec 2015
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    • "Another finding of this study suggests that the daytime students and night-time students have different perceptions of effective foreign language teaching. In contrast to some previous studies[28,37]which found statistically significant differences between low and high proficiency groups in pedagogical knowledge, socio-affective skills, and organization and communication skills, this present study revealed no significant difference with regard to participants' GPAs. As discussed above, since teacher effectiveness is a crucial element of education and it plays a major role on students' achievement, skills of an effective teacher of English should be taught to prospective teachers in their teaching methodology courses. "

    Preview · Article · Nov 2015
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    • "To the best of the researchers' knowledge, there are only a few studies (e.g., Borg, 2006; Lee, 2010) that clearly concentrate on distinctive characteristics rather than effectiveness and ineffectiveness of English teachers (e.g. Bell, 2005; Brosh, 1996; Mullock, 2003; Park & Lee, 2006). Therefore, this study was an attempt to explore Iranian EFL teachers' perception of their own characteristics and how this perception and their sense of efficacy are affected by years of experience. "
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    DESCRIPTION: The results of MANOVA revealed significant effect of experience on teachers’ sense of efficacy; however, it indicated no significant impact on their beliefs about characteristics that differentiated them from teachers of other subjects.
    Full-text · Research · Aug 2015
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