Characteristics of Effective Teachers: A Descriptive Study of the Perceptions of Faculty and Deaf College Students

Abstract

We designed and administered rating and ranking instruments to examine the perceptions about teaching characteristics held by administrators, academic department chairpersons responsible for evaluating teaching, instructional faculty, and deaf college students. The differences in perceptions found between supervisors and teachers about characteristics of effective teaching indicate a need for ongoing dialogue. In addition, teachers and deaf college students were found to differ in their views of the importance of certain characteristics, and we suggest teachers discuss these perceptions with students. We also recommend additional research on particular characteristics of effective teaching.

The characteristics of effective english teachers as perceived by high school teachers and students in Korea

“…The finding that teachers and students held different beliefs about effective teaching is supported by previous studies (Brosh, 1996;Lang et al, 1993). The teachers' higher endorsement of English proficiency over pedagogical knowledge might be due to their beliefs that good English proficiency made it possible to conduct their lessons confidently without inhibitions and insecurity.…”

“…Many studies have investigated the characteristics of effective teachers which most strongly influence students' learning and achievement (Demmon-Berger, 1986;Koutsoulis, 2003;Lang et al, 1993;Lowman, 1995;Witcher et al, 2001). These studies asked students to identify effective teacher characteristics by means of self-report questionnaires or interviews.…”

“…These studies asked students to identify effective teacher characteristics by means of self-report questionnaires or interviews. Lang et al (1993) developed a list of 32 characteristics of effective teachers through interviews with college teachers, and asked 167 participants (administrators, chairpersons, college teachers, and students) to identify and rank three characteristics considered important to teaching. They found that the teachers rated 16 characteristics significantly different from the students and that the overall difference was significant.…”

“…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.…”

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“…In fact, pace of instruction is widely mention as one of the main problems faced by DHH in mainstream classrooms, preventing them to access all classroom communication and engage in active learning (e.g. through participation) [3,5,8,10]. Additionally, evidence from cognitive psychology research shows strong relationships between instructional pace and learning performance, particularly when using multiple sources of information [4,20,22].…”