https://tecnoscientifica.com/journal/apga <p><strong><em>Acta Pedagogia Asiana</em></strong>with short form of <strong>APGA </strong>is an<strong> Open Access Refereed Journal </strong>that provides a place for discussion on how educators could improve teaching and learn in formal and informal contexts. It brings together emergent and pioneering work on education in response to altering communities and student bodies, new knowledge, and ways of communication. Articles range from analyses, discussions, debates, reviews, and studies of the most tenacious and perennial educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.</p> en-US <p>Authors shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed under the <a href="https://creativecommons.org/licenses/by/4.0/"><strong>Creative Commons Attribution 4.0 International License (CC BY 4.0)</strong></a>.</p> <p>Under this license, authors who submit their papers for publication by <em>Acta Pedagogia Asiana </em>agree to have the CC BY 4.0 license applied to their work, and that anyone is allowed to reuse the article or part of it free of charge for any purpose, including commercial use. As long as the author and original source is properly cited, anyone may copy, redistribute, reuse and transform the content.</p> <p>This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.</p> publisher@tecnoscientifica.com (Editorial Office - Acta Pedagogia Asiana ) it-support@tecnoscientifica.com (Tecno Scientifica Support) Mon, 24 Feb 2025 12:25:17 +0000 OJS 3.3.0.6 http://blogs.law.harvard.edu/tech/rss 60 https://tecnoscientifica.com/journal/apga/article/view/593 <p>Students come to class with various perceptions of what constitutes a good teacher. These affect how a teacher is evaluated in increasingly student-centered classrooms where students’ needs, interests, and learning styles are prioritized. To better understand how students perceive a good teacher, this review comprehensively presents the perceptions of students at different educational levels on the traits of a good teacher. It discusses the nuances in these perceptions and whether they are justifiable. It reviewed more than 75 papers to achieve its aims. This review indicates that effective teachers possess characteristics like desirable personality, interpersonal skills, and instructional methods. It highlights the complex role teachers play in influencing students' academic and emotional growth. The shift from teaching skills in primary to relationship-oriented traits in secondary education shows that a student's developmental stage significantly affects their view of effective teaching. Secondary students often emphasize relational elements, such as appreciation and empathy, due to their need for autonomy and peer-like connections. University students value subject expertise, effective communication, and motivation. Like secondary students, they view traits like empathy, respect, and approachability as important. The perceptions of a good teacher, particularly the ability to create a safe and supportive environment, relational skills, and competence in delivering content, are largely justifiable. However, the emphasis on rendering socio-emotional support and a student-consumer mentality in universities that prompts students’ needs to be prioritized could add to teachers’ already heavy workload and result in burnout. While serving as motivators, teachers themselves need motivation to perform their work more effectively.</p> Kuok Ho Daniel Tang Copyright (c) 2025 Kuok Ho Daniel Tang https://creativecommons.org/licenses/by/4.0 https://tecnoscientifica.com/journal/apga/article/view/593 Mon, 24 Feb 2025 00:00:00 +0000