Attributes of effective foreign language teachers: insights from Ukraine

Скорочена інформація про документ
dc.contributor.authorLevrints (Lőrincz), Marianna
dc.contributor.authorMyshko, Svitlana
dc.contributor.authorLizák, Kateryna
dc.date.accessioned2023-02-15T08:54:56Z
dc.date.available2023-02-15T08:54:56Z
dc.date.issued2021
dc.description.abstractenThe paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.uk
dc.format.pagerangePp. 33-41uk
dc.identifier.citationLevrints (Lőrincz), M. Attributes of effective foreign language teachers: insights from Ukraine / Marianna Levrints (Lőrincz), Svitlana Myshko, Kateryna Lizák // Advanced education. – 2021. – Iss. 19. – Pp. 33-41.uk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.235940
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/52596
dc.language.isoenuk
dc.publisherIgor Sikorsky Kyiv Polytechnic Instituteuk
dc.publisher.placeKyivuk
dc.sourceAdvanced education : збірник наукових праць, Вип. 19uk
dc.subjecteffective foreign language teachersuk
dc.subjectattributesuk
dc.subjectpre-service teachersuk
dc.subjectin-service teachersuk
dc.subjectperceptionsuk
dc.titleAttributes of effective foreign language teachers: insights from Ukraineuk
dc.typeArticleuk

Файли

Контейнер файлів
Зараз показуємо 1 - 1 з 1
Ескіз
Назва:
235940-Article Text-573224-1-10-20211229.pdf
Розмір:
693.55 KB
Формат:
Adobe Portable Document Format
Опис:
Завантажити
Ліцензійна угода
Зараз показуємо 1 - 1 з 1
Ескіз недоступний
Назва:
license.txt
Розмір:
9.1 KB
Формат:
Item-specific license agreed upon to submission
Опис:
Завантажити

Зібрання

Advanced education: збірник наукових праць, Вип. 19