Araştırma Makalesi
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What Should an Ideal Pre-Service Mother-Tongue Teacher Look Like?

Yıl 2023, Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 588 - 601, 25.10.2023

Ahmet Karadoğan Fetullah Uyumaz Abdullatif Uyumaz

https://doi.org/10.54535/rep.1362516

Öz

In this study, it was tried to determine the profile of an ideal pre-service mother tongue teacher according to the views of Turkish mother tongue teachers and pre-service teachers. The data of the study were collected through a semi-structured "Characteristics of a Good Pre-Service Mother Tongue Teacher Form" created by the researchers. In this form, 5 mother tongue teachers working in Erzurum province of Turkey and 10 pre-service mother tongue teachers studying at Atatürk University Kazım Karabekir Faculty of Education, Turkish Language Teaching undergraduate program were asked what an ideal pre-service mother tongue teacher should be like. Phenomenology, one of the qualitative research methods, was used in the study. Phenomenology was chosen in this study to set a standard for what a pre-service mother tongue teacher should be like. According to the results obtained from the findings of the study, a good pre-service mother tongue teacher should be especially good in the field of communication skills. Suggestions were made together with the other results.

Anahtar Kelimeler

Ideal pre-service mother tongue teacher Pre-service teacher Teacher profile

Etik Beyan

The approval of the ethics committee regarding the compliance of the research with the ethical rules was obtained from the Ataturk University Legal Consultancy Office with the decision dated 19/03/2021 and numbered 29202147-300-E.2100068931. Participants participated in this study voluntarily. A form was signed by the participants stating that they participated in the study.

Kaynakça

  • Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and differences in perception of students of education regarding the qualities of a good teacher and their qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464.
  • Berg, K. E., & Latin, R. W. (2008). Essentials of research methods in health, physical education, exercise science, and recreation. Lippincott Williams & Wilkins.
  • Boonen, T., Van Damme, J., & Onghena, P. (2014). Teacher effects on student-achievement in first grade: Which aspects matter most? School Effectiveness and School Improvement, 25(1), 126-152. https://doi.org/10.1080/09243453.2013.778297
  • Bullock, S. M. (2015). Finding my way from a teacher-to-teacher educator: Valuing innovative pedagogy and inquiry into practice. In T. Russell & J. J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships, and practices. Routledge.
  • Çetin, S. (2001). Ideal öğretmen üzerine bir araştırma [A study on an ideal teacher]. Milli Eğitim Dergisi [National Education Journal], 149, 19-21., 149, 19-21.
  • Douna, P., Kyridis, A., Zagkos, C., Ziontaki, Z., & Pandis, P. (2015). The ideal university teacher according to the views of Greek students. International Journal of Higher Education, 4(20), 145-158. https://doi.org/10.5430/ijhe.v4n2p145
  • Durukan, E., & Maden, S. (2011). Türkçe öğretmeni adaylarının Türkçe öğretmenliği lisans programına yönelik görüşleri [Turkish pre-service teachers’ views about Turkish teaching undergraduate curriculum]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(2), 555-566.
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235-260.
  • Gopal, R., & Singh, C. K. S. (2020). Arising reading patterns in understanding literary texts. Studies in English Language and Education, 7(2), 407-420.https://doi.org/10.24815/siele.v7i2.16663
  • Harley, K., Bertram, F. B. C., Mattson, E., & Pillay, S. (2000). “The real and the ideal”: Teacher roles and competencies in South African policy and practice.International Journal of Educational Development, 20, 287-304. https://doi.org/10.1016/S0738-0593(99)00079-6
  • Ko, J., & Sammons, P. (2013). Effective teaching: A review of research and evidence.CfBT Education Trust
  • Küçükahmet, L., Külahoğlu, Ş. Ö., Güçlü, N., Çalık, T., Topses, G., Öksüzoğlu, A. F., & Korkmaz, A. (1999). Öğretmenlik mesleğine giriş [Introduction to the teaching profession]. İstanbul: Alkım Yayınevi.
  • MEB (2017). General competencies of the teaching profession. Ankara: General Directorate of Teacher Training and Development.
  • Otacıoğlu, S. G. (2010). Müzik öğretmeni adaylarının okul deneyimi II uygulama dersine ilişkin tutumları [Attitudes of Music Teacher Candidates Towards School Experience II]. Pamukkale University Education Faculty Journal, 28(28), 81-90.
  • Pozo-Muñoz, C., Rebolloso-Pacheco, E., & Fernández-Ramírez, B. (2000). The ‘ideal teacher’: Implications for student evaluation of teacher effectiveness. Assessment & Evaluation in Higher Education, 25(3), 253-263. https://doi.org/10.1080/02602930050135121
  • Rose, P., Beeby, J., & Parker, D. (1995). Academic rigor in the lived experience of researchers using phenomenological methods in nursing in nursing. Journal of Advanced Nursing, 21(6), 1123-1129.
  • Rusu, C., Şoitu, L., & Panaite, O. (2012). The ideal teacher. Theoretical and investigative approach. Procedia-Social and Behavioral Sciences, 33, 1017-1021.
  • Singh, C. K. S., Mostafa, N. A., Mulyadi, D., Madzlan, N. A., Ong, E. T, Shukor, S. S., & Singh, T. S. M. (2021). Teacher educators’ vision of an ‘ideal’ teacher. Studies in English Language and Education, 8(3), 1158-1176.
  • Sztejnberg, A., den Brok, P., & Hurek, J. (2004). Preferred teacher-student interpersonal behavior: Differences between Polish primary and higher education students’ perceptions. Journal of Classroom Interaction, 39(2), 32-40.
  • Tekindal, M., & Uğuz Arsu, Ş. (2020). Nitel araştırma yöntemi olarak fenomenolojik yaklaşımın kapsamı ve sürecine yönelik bir derleme [A revıew on the scope and process of phenomenologıcal approach as a qualıtatıve research method.]. Ufkun Ötesi Bilim Dergisi [Beyond the Horizon of Scientific Journal], 20 (1), 153-172.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Qualitative research methods in social sciences. Ankara: Seçkin.
  • Yunus, M. D., Thambirajah, V., Mohd Said, N. E., & Singh, C. K. S. (2021). Designing a module as a strategic solution to enhance creativity in the teaching of writing. International Journal of English Language and Literature Studies, 10(2), 94-104.

Yıl 2023, Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 588 - 601, 25.10.2023

Ahmet Karadoğan Fetullah Uyumaz Abdullatif Uyumaz

https://doi.org/10.54535/rep.1362516

Öz

Kaynakça

  • Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and differences in perception of students of education regarding the qualities of a good teacher and their qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464.
  • Berg, K. E., & Latin, R. W. (2008). Essentials of research methods in health, physical education, exercise science, and recreation. Lippincott Williams & Wilkins.
  • Boonen, T., Van Damme, J., & Onghena, P. (2014). Teacher effects on student-achievement in first grade: Which aspects matter most? School Effectiveness and School Improvement, 25(1), 126-152. https://doi.org/10.1080/09243453.2013.778297
  • Bullock, S. M. (2015). Finding my way from a teacher-to-teacher educator: Valuing innovative pedagogy and inquiry into practice. In T. Russell & J. J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships, and practices. Routledge.
  • Çetin, S. (2001). Ideal öğretmen üzerine bir araştırma [A study on an ideal teacher]. Milli Eğitim Dergisi [National Education Journal], 149, 19-21., 149, 19-21.
  • Douna, P., Kyridis, A., Zagkos, C., Ziontaki, Z., & Pandis, P. (2015). The ideal university teacher according to the views of Greek students. International Journal of Higher Education, 4(20), 145-158. https://doi.org/10.5430/ijhe.v4n2p145
  • Durukan, E., & Maden, S. (2011). Türkçe öğretmeni adaylarının Türkçe öğretmenliği lisans programına yönelik görüşleri [Turkish pre-service teachers’ views about Turkish teaching undergraduate curriculum]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(2), 555-566.
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235-260.
  • Gopal, R., & Singh, C. K. S. (2020). Arising reading patterns in understanding literary texts. Studies in English Language and Education, 7(2), 407-420.https://doi.org/10.24815/siele.v7i2.16663
  • Harley, K., Bertram, F. B. C., Mattson, E., & Pillay, S. (2000). “The real and the ideal”: Teacher roles and competencies in South African policy and practice.International Journal of Educational Development, 20, 287-304. https://doi.org/10.1016/S0738-0593(99)00079-6
  • Ko, J., & Sammons, P. (2013). Effective teaching: A review of research and evidence.CfBT Education Trust
  • Küçükahmet, L., Külahoğlu, Ş. Ö., Güçlü, N., Çalık, T., Topses, G., Öksüzoğlu, A. F., & Korkmaz, A. (1999). Öğretmenlik mesleğine giriş [Introduction to the teaching profession]. İstanbul: Alkım Yayınevi.
  • MEB (2017). General competencies of the teaching profession. Ankara: General Directorate of Teacher Training and Development.
  • Otacıoğlu, S. G. (2010). Müzik öğretmeni adaylarının okul deneyimi II uygulama dersine ilişkin tutumları [Attitudes of Music Teacher Candidates Towards School Experience II]. Pamukkale University Education Faculty Journal, 28(28), 81-90.
  • Pozo-Muñoz, C., Rebolloso-Pacheco, E., & Fernández-Ramírez, B. (2000). The ‘ideal teacher’: Implications for student evaluation of teacher effectiveness. Assessment & Evaluation in Higher Education, 25(3), 253-263. https://doi.org/10.1080/02602930050135121
  • Rose, P., Beeby, J., & Parker, D. (1995). Academic rigor in the lived experience of researchers using phenomenological methods in nursing in nursing. Journal of Advanced Nursing, 21(6), 1123-1129.
  • Rusu, C., Şoitu, L., & Panaite, O. (2012). The ideal teacher. Theoretical and investigative approach. Procedia-Social and Behavioral Sciences, 33, 1017-1021.
  • Singh, C. K. S., Mostafa, N. A., Mulyadi, D., Madzlan, N. A., Ong, E. T, Shukor, S. S., & Singh, T. S. M. (2021). Teacher educators’ vision of an ‘ideal’ teacher. Studies in English Language and Education, 8(3), 1158-1176.
  • Sztejnberg, A., den Brok, P., & Hurek, J. (2004). Preferred teacher-student interpersonal behavior: Differences between Polish primary and higher education students’ perceptions. Journal of Classroom Interaction, 39(2), 32-40.
  • Tekindal, M., & Uğuz Arsu, Ş. (2020). Nitel araştırma yöntemi olarak fenomenolojik yaklaşımın kapsamı ve sürecine yönelik bir derleme [A revıew on the scope and process of phenomenologıcal approach as a qualıtatıve research method.]. Ufkun Ötesi Bilim Dergisi [Beyond the Horizon of Scientific Journal], 20 (1), 153-172.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Qualitative research methods in social sciences. Ankara: Seçkin.
  • Yunus, M. D., Thambirajah, V., Mohd Said, N. E., & Singh, C. K. S. (2021). Designing a module as a strategic solution to enhance creativity in the teaching of writing. International Journal of English Language and Literature Studies, 10(2), 94-104.
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi
Bölüm Articles
Yazarlar

Ahmet Karadoğan 0000-0002-7183-3929

Fetullah Uyumaz 0000-0002-0274-8640

Abdullatif Uyumaz 0000-0002-4813-605X

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 25 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic

Kaynak Göster

APA Karadoğan, A., Uyumaz, F., & Uyumaz, A. (2023). What Should an Ideal Pre-Service Mother-Tongue Teacher Look Like?. Research on Education and Psychology, 7(Special Issue 2), 588-601. https://doi.org/10.54535/rep.1362516
 Kapak Resmi İndir

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