Gendered teaching identities and Chinese undergraduate students' perceptions of teacher efficacy in the english language classroom.

Abstract

This qualitative narrative study asked Chinese undergraduate students to identify characteristics of teacher effectiveness and whether or not gender affected an individual's teaching performance. The investigation raises questions about ways in which teachers' contemporary classroom practices are evaluated. The research findings not only challenge current market-oriented teacher competency models but also contradict previous studies concerning the effects of gender on teaching efficacy. The study revealed the teacher character traits that this particular cohort of students considered the most influential on their learning.