A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likerttype questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

中文翻译：

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优秀高效的老师的素质：斯洛伐克EFL职前和职中教师的观点

为了增强外语教学的过程，许多研究人员试图检验一名优秀而有效的教师的特征。与这些探索相一致，本研究旨在比较斯洛伐克在职英语外语教师和斯洛伐克在职英语外语教师对优秀和有效语言老师的看法。为了实现这一目标，本研究采用了便利的样本，这些样本是斯洛伐克大学英语语言教学的学生，他们是职前教师（n = 74）和斯洛伐克的初中和高中教师（n = 63）。使用57项Likerttype问卷，进行了独立样本t检验，以调查职前教师和在职教师的看法之间的潜在差异。此外，分析了两组的10个最高均值项和10个最低均值项。研究结果表明，在57个项目中，只有12个被检测到具有统计学显着性差异（p≤0.05）。此外，仔细检查差异和最高和最低项目，表明在职教师比在职教师更喜欢传统教学，后者更喜欢CLT（交际语言教学）。这些发现的潜在含义表明，CLT的基本原则（例如，开展大量的配对和小组活动，促进学习者的自主权和对自己学习的责任感）或变化的课堂互动策略在学习前应得到更多的关注。服务老师培训。