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Subgroup analyses also showed distinct perceptions by student achievement level and by male versus female students, informing knowledge-based teacher education for current and prospective English teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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in Korea  \nGi-Pyo Park Hyo-Woong Lee  \nSoonchunhyang University Korea Maritime University  \nKorea Korea  \nThis 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.  \nKey words: Characteristics of Effective English (Second/Foreign Language) Teachers  \nIntroduction  \nA number of researchers have identified the characteristics of effective teachers both inside (Bernhardt & Hammadou, 1987; Lafayette, 1993; Mollica & Nuessel, 1996; Freeman & Johnson, 1998; Schulz, 2000; Vélez-Rendón, 2002) and outside (Demmon-Berger, 1986; Lowman, 1996; Witcher et al., 2001; Koutsoulis, 2003) the domain of foreign language education. These characteristics consist of several underlying constructs including subject matter knowledge, pedagogical  \nGi-Pyo Park, Department of English Language and Literature, College of Humanities, Soonchunhyang University; Hyo-Woong Lee, Department of English Language and Literature, College of International Studies, Korea Maritime University.  \nThe authors would like to express special thanks to Yong-Ho Jang for his assistance in collecting and analyzing data.  \nCorrespondence concerning this article should be addressed to GiPyo Park, Department of English Language and Literature, College of Humanities, Soonchunhyang University, 646 Eupnae-ri, Shinchang-myun, Asan, Choongchungnam-do, 336-745, Korea. email: [gipyop@ sch.ac.kr](gipyop@ sch.ac.kr).  \nknowledge, and socio-affective skills.  \nSome characteristics of effective teachers are universal, but others are domain-specific. Different groups such as teachers and students (Brosh, 1996; Lang et al., 1993), males and females (Witcher et al., 2001; Minor et al., 2002), good students and weaker students (Koutsoulis, 2003), and students with different majors (Check, 1986) held different views on what characterizes effective teachers. These studies, with the exception of Brosh’s, were conducted outside the domain of foreign language education. Considering the uniqueness of foreign language education in terms of subject matter knowledge, pedagogical knowledge, and socio-affective skills, the characteristics of effective foreign language teachers (EFLT) need to be investigated in-depth rather than merely applying what has been found in general education to foreign language education.  \nInvestigating the characteristics of EFLT as perceived by teachers and students is beneficial to teachers and students as well as researchers. For teachers, they can check the appropriateness of theirs and their colleagues’ beliefs regarding foreign language teaching and learning based on  \ncurrent research. In addition, teachers can understand what their students expect from them and develop their pedagogical techniques through reflection on teaching, which will in turn enhance the complex process of teaching and learning. For students, they can understand their teachers’ beliefs and change their erroneous beliefs about foreign language teaching and learning. This study seeks to promote the rese","cbCaihCPAhR1lTxG","https://ap.wps.com/l/cbCaihCPAhR1lTxG","pdf",543092,13,"English","# Introduction\n## Background\n## The Characteristics of Effective Teachers\n## Research Purposes and Questions","[{\"question\":\"What dimensions were used to measure perceptions of effective English teachers in the study?\",\"answer\":\"The study used three categories in a self-report questionnaire: English proficiency, pedagogical knowledge, and socio-affective skills.\"},{\"question\":\"How did teachers' perceptions differ from students' perceptions overall?\",\"answer\":\"Teachers perceived significantly different characteristics from students in all three categories, ranking English proficiency highest, while students ranked pedagogical knowledge highest.\"},{\"question\":\"What differences did the study observe among student subgroups?\",\"answer\":\"High achieving students reported different characteristics than low achieving students in pedagogical knowledge and socio-affective skills, and male students differed from female students in socio-affective skills.\"}]","The Characteristics of Effective English Teachers As Perceived by High School Teachers and Students in Korea | PDF",1792073889,33]