Teacher quality is an integral component of a learner’s educational experience and development. Positive teacher influences can contribute to learner knowledge, skill acquisition, and a positive learning environment (Jahangiri & Mucciolo, 2016). An absence of contemporary research into Japanese learner perceptions of positive teacher attributes was the catalyst of the present study. An initial pilot study conducted by the researchers revealed that in education levels ranging from elementary school to university, high school teachers and private instructors/tutors were the most selected categories, with English being the most common subject. Learners most notably perceived good teachers to be friendly, knowledgeable, empathetic, and humorous. Learner perceptions also revealed that respect for the teacher/student relationship dynamic and a teacher’s sternness were important underlying themes. The current study provides a year-long cross-sectional analysis of over one hundred and forty Japanese undergraduate students’ perceptions of good teacher attributes using a mixed methods design. The researchers will discuss the attributes selected by the learners and the contexts in which these individuals formed favorable perceptions as evidenced through their reflective written narratives. Additionally, the variable of gender is introduced and examined in the current research. The findings are then compared against other contemporary Asian-based studies (Al-Mahrooqi, Denman, Al-Siyabi, & Al-Maamari, 2015; Nghia, 2015; Wichadee, 2010) relevant to this field.
Blagoja Dimoski, Tamagawa University, Japan
Andrew Leichsenring, Tamagawa University, Japan
Stream: Teacher training
This paper is part of the IICLLDubai2017 Conference Proceedings (View)
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