Öz
EFL teachers’ characteristics may change due to several factors including personality of teachers and the methods that they follow. This paper aimed to investigate the perceptions of young learners about the characteristics of effective English language teachers. In this respect, 100 students were delivered Turkish version of an inventory that developed by Yu-Hsin (1999). It consisted of three different parts regarding personal, professional, and pedagogical qualities. The results indicated that an effective teacher is expected to be friendly who has accurate pronunciation and in addition to having effective classroom management skills. Moreover, the participants indicated that they expect EFL teachers to be enthusiastic about technological developments and visual materials may help them feel relaxed during lectures. Since the overall results highlight the importance of both pedagogical and personal qualities on becoming an effective teacher, those who have an ambition of becoming an effective teacher should be aware of them.
Anahtar Kelimeler
effective teacher EFL English language teacher teacher characteristics
Kaynakça
- Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33, 42-51.
- Brosh, H. (1996). Perceived characteristics of an effective language teacher. Foreign Language Annals, 29(2), 25-38.
- Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32, 435–451.
- Clark, J. C., & Walsh, J. (2002). Elements of a model of effective teachers. AARE 2002 Conference papers. Retrieved April 24, 2015 from http://www.aare.edu.au/02pap/wal02220.htm
- Pettis, J. (1997). Developing our professional competence; Some reflections. TESL Canada Journal, 16(2), 67-71.
- Richards, J. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
- Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 131-143.
- Thompson, S. (2008). Defining a good teacher simply! Modern English Teacher, 17(1), 5-14.
- Yu-Hsin, T. (1999). Examining student perceptions of the ideal language instructor. Hwa Kang Journal of TEFL, 5, 1-26.
Öz
Kaynakça
- Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33, 42-51.
- Brosh, H. (1996). Perceived characteristics of an effective language teacher. Foreign Language Annals, 29(2), 25-38.
- Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32, 435–451.
- Clark, J. C., & Walsh, J. (2002). Elements of a model of effective teachers. AARE 2002 Conference papers. Retrieved April 24, 2015 from http://www.aare.edu.au/02pap/wal02220.htm
- Pettis, J. (1997). Developing our professional competence; Some reflections. TESL Canada Journal, 16(2), 67-71.
- Richards, J. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
- Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 131-143.
- Thompson, S. (2008). Defining a good teacher simply! Modern English Teacher, 17(1), 5-14.
- Yu-Hsin, T. (1999). Examining student perceptions of the ideal language instructor. Hwa Kang Journal of TEFL, 5, 1-26.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 28 Nisan 2015 |
| Gönderilme Tarihi | 28 Nisan 2015 |
| Yayımlandığı Sayı | Yıl 2015 Cilt: 1 Sayı: 2 |
