Academic high school students’ perceptions of quality English teachers and teaching
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This study investigated 168 academic high school students’ perceptions of quality Englishteachers and teaching in a suburban area of Busan. For data collection a questionnaire consistingof six categories was used. The categories were knowledge of theories and practice andlinguistic competence; teaching and management skills; interaction and social skills; materialuse; assessment; and professional development. The students perceived the interaction andsocial skills category as most important, and the assessment category ranked second. Among thetotal 44 items, teachers’ equitable treatment of students; enthusiasm in teaching with affectionfor students; and reflecting learning content appropriately in tests were of highest concern tostudents, with student participation through presentation ranked lowest. Female students valuedteachers having language competence and knowledge, and managing academic records morethan males. From these findings, it is suggested that teachers monitor their own attitudes andbehaviours and be sensitive to students’ needs and responses. The use of inclusive pedagogiesinvolving diverse levels of questioning and assessment is also important. Alongside institutesdeveloping practical professional development programmes, teachers should endeavour tomaintain their enthusiasm as a professional. These will contribute to the realisation of morelearner-centred and extensive language learning beyond test-focused lessons and practices.
Abstract
This study investigated 168 academic high school students’ perceptions of quality Englishteachers and teaching in a suburban area of Busan. For data collection a questionnaire consistingof six categories was used. The categories were knowledge of theories and practice andlinguistic competence; teaching and management skills; interaction and social skills; materialuse; assessment; and professional development. The students perceived the interaction andsocial skills category as most important, and the assessment category ranked second. Among thetotal 44 items, teachers’ equitable treatment of students; enthusiasm in teaching with affectionfor students; and reflecting learning content appropriately in tests were of highest concern tostudents, with student participation through presentation ranked lowest. Female students valuedteachers having language competence and knowledge, and managing academic records morethan males. From these findings, it is suggested that teachers monitor their own attitudes andbehaviours and be sensitive to students’ needs and responses. The use of inclusive pedagogiesinvolving diverse levels of questioning and assessment is also important. Alongside institutesdeveloping practical professional development programmes, teachers should endeavour tomaintain their enthusiasm as a professional. These will contribute to the realisation of morelearner-centred and extensive language learning beyond test-focused lessons and practices.
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