A study of EFL preservice teachers’ perceptions of non-native English teachers

Abstract

The study aimed to investigate the preservice teachers’ perceptions of non-native English teachers and being a non-native English teacher. One-hundred and five college students participated in this study. Findings from the descriptive statistics, the One-Way ANOVA, correlations, and content analysis were analyzed based on the classroom observation, questionnaire and semi-structured interview. The findings show that non-native English teachers have knowledge among the nine major domains for being professional foreign language teachers.The domain of Language and Learning and Classroom Management was very strongly correlated. The preservice teachers also perceived in themselves to acquire higher knowledge on the domain of Technology, Teachership,and Psychology for Teachers than other domains. There was a statistically significantly different among the nine domains of knowledge. Knowledge of educational research need to be improved as it showed the lowest mean score. In addition, the domain of Educational Measurement and Evaluation and Learning and Classroom Management was very strongly correlated.