VietTESOL International Convention, VietTESOL International Convention 2019

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A Good EFL Teacher – From the Perspective of Pre-service Teachers in ULIS, VNU
Hien Dinh

Building: B
Room: B402
Date: 2019-10-11 10:35 AM – 11:05 AM
Last modified: 2019-09-19


Recently in Vietnam, with the pressing need for high-quality teachers of English, developing effective pre-service teacher training programs has become more critical than ever. According to Mullock (2003), one of the keys to teacher education is to answer the question “What makes a good teacher?” And as suggested by Bollough and Baughman (1997), for teacher training to efficiently work, trainees’ perceptions of the profession should be taken into account. This mixed-method research therefore was conducted to identify desirable characteristics of TEFL, as perceived by student teachers. Initially, 117 students at University of Languages and International Studies, majoring in Teaching English as a Foreign Language, were asked to complete a self-report questionnaire. Semi-structured interviews were then carried out to provide explanation for significant quantitative data in the previous step. The results disclose that pedagogical skills and content knowledge are generally regarded the two most crucial aspects to TEFL. Specifically, TEFL are expected to suit their teaching to students’ level, give explicit instructions and excel in the language. Participants also appreciated teachers who are respectful to learners, open-minded, and inspiring. By contrast, using ICT and learner-centered approach, catering for individual pupil, being humorous and performing as moral guides were the least desired qualities. In short, these findings have signified a role model of TEFL from the perspective of EFL pre-service  teachers. Consequently, the conclusion bears some implication for teacher educators in the process of designing training courses, so that they can better match trainees’ expectations.


good teacher; TEFL; pre-service teacher; teacher education