Pre-service ELT Teachers’ Perceptions of Characteristicsof Effective Teachers

2018-01-01
Çakmak, Melek
Gündüz, Müge
The present study aims to explore the quality of effective teachers from pre-service ELT teachers’ point of view. Both qualitative and quantitative data are collected through survey and interview data collection techniques. Participants in this study are 4th year students (n=192) who are studying in the Department of English Language Teaching in two state universities in Turkey. The quantitative data reveals that being objective, competent and consistent are the most important characteristics of effective teachers according to pre-service teachers. The qualitative data collected for this study also provides a wider perspective emphasizing the importance of creating positive learning environment, getting prepared for lessons and managing classroom. It is hoped that this study contributes to the various groups of professionals including teacher educators, pre-service and in-service teachers and also researchers who conduct studies in the field.
Gazi üNİVERSİTESİ GaziEğitim Fakültesi Dergisi

Suggestions

Perceptions of beginning teachers on pre service teacher preparation in Turkey
Öztürk, Mustafa; Yıldırım, Ali (2014-01-01)
The purpose of this study is to investigate the perceptions of beginning teachers on preservice teacher education. Through a survey, 465 beginning teachers working in randomly selected provinces of Turkey assessed the benefits of their pre-service programs. For data analysis, descriptive and inferential statistics were used. The results of the study indicated that the participant teachers’ perceptions on their pre-service trainings were not positive and that these perceptions changed significantly by the ty...
Pre-service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices
Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Unal, Cezmi (2015-10-01)
This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices. Analysis of data showed that pre-service physics teachers' metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive know...
Pre-service classroom teachers’ perceived competencies on education for sustainable development /
Soysal, Neşe; Akar, Hanife; Department of Educational Sciences (2016)
The purpose of this study was to analyze pre-service classroom teachers’ perceived competencies on Education for Sustainable Development (ESD). For this purpose, first, attitudes of pre-service classroom teachers towards Sustainable Development (SD) were examined; then, their perceived competencies regarding ESD were investigated. Finally, the curriculum of classroom teachers was analyzed to see if it reflected learning opportunities for development of the competencies. In this study, a mixed methods sequen...
Pre-service elementary teachers' motivations to become a teacher and its relationship with teaching self-efficacy
Bilim, Ibrahim (2014-06-08)
This study investigated 341 pre-service elementary teachers' motives to become a teacher using Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motivations change as candidates follow their training and these motivations' relationship with teaching self-efficacy. The results suggests that Altruistic motives (make social contribution, shape future of children and enhance social equity) were the most influential followed by prior teaching and learning experien...
Pre-service early childhood educators’ working with families self-efficacy in relation to taking a parent education course
Işıkcı, Gözdenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2018)
The current study aims to investigate the content of Parent Education course given at universities and to examine the effects of Parent Education course on pre-service early childhood education teachers’ working with families self-efficacy. 223 senior pre-service early childhood education teachers from 8 universities were involved in the study. Data was collected in the fall semester of 2017-2018 academic year before and after participants took Parent Education course. Syllabuses of Parent Education course ...
Citation Formats
M. Çakmak and M. Gündüz, “Pre-service ELT Teachers’ Perceptions of Characteristicsof Effective Teachers,” Gazi üNİVERSİTESİ GaziEğitim Fakültesi Dergisi, pp. 359–383, 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/77494.