Effective Teacher Characteristics

Abstract

Societies’ expectation of the education their members take is quite high. In this sence, teacher has a crucial role for the accomplishment of education. For this reason, teacher-related issues have been the subject of many researches on teacher education. With this research, a case study qualitative research process, which takes into account the actors of teacher education, has been reported on the effective teacher characteristics that are frequently studied in related literature. It is aimed to determine the effective teacher characteristics from the perspective of teachers, students, teacher candidates and teacher education experts from the field. The results of the research revealed findings that were consistent with the literature and participants of the study reported effective teacher characteristics such as 'competence in subject matter knowledge', 'teaching skills', 'personal characteristics' and 'professional development' subheadings. The effective teacher characteristics indicated by the participants are mainly accumulated under the categories of 'teaching skills’ and 'personality characteristics'.

Keywords

• Effective teacher,Teacher Training,case study

Effective Teacher Characteristics

Öz

Societies’ expectation of the education their members take is quite high. In this sence, teacher has a crucial role for the accomplishment of education. For this reason, teacher-related issues have been the subject of many researches on teacher education. With this research, a case study qualitative research process, which takes into account the actors of teacher education, has been reported on the effective teacher characteristics that are frequently studied in related literature. It is aimed to determine the effective teacher characteristics from the perspective of teachers, students, teacher candidates and teacher education experts from the field. The results of the research revealed findings that were consistent with the literature and participants of the study reported effective teacher characteristics such as 'competence in subject matter knowledge', 'teaching skills', 'personal characteristics' and 'professional development' subheadings. The effective teacher characteristics indicated by the participants are mainly accumulated under the categories of 'teaching skills’ and 'personality characteristics'.

Anahtar Kelimeler

• Etkili öğretmen,öğretmen eğitimi,durum çalışması

References

1. Brophy, J. (2000). Teaching. Educational Practices Series 1. Switzerland: International Bureau of Education (ERIC Database, ED 440 066)
2. Cotton, K. (2000). The schooling practices that matter most. Office of Educational Research and Improvement, USA: Washington, DC (ERIC Database, ED 469 234)
3. Çakmak, M. (2009). Prospective teachers’ thoughts on characteristics of an “effective teacher”. TED, Eğitim ve Bilim, 34(153), 76-82
4. Danielson, C. (2007). Enhancing professional practice, a framework for teaching. USA: Association for Supervision and Curriculum Development (ASCD)
5. Erkuş, A. (2013). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin Yayıncılık
6. Gholam, A. P. & Kobeissi, A. H. (2012). Teacher evaluation instruments/systems in lebanon and other major arab countries in comparison to evidenced-based characteristics of effective teacher evaluation instruments. Doctoral Dissertation. Graduate Faculty of Saint Louis University
7. Goe, L., Bell, C. & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality. USA: Washington
8. Hsu, C. C. & Sandford, B. A. (2007). The delphi technique: Making sense of consensus. Practical Assessment Research & Evaluation, 12(10), 1-8. Available online: http://pareonline.net/getvn.asp?v=12&n=10

9. Jones, J., Jenkin, M. & Lord, S. (2006). Developing effective teacher performance. London: Paul Chapman Publishing
10. Kyriakides, L., Campbell, R. J., & Christofidou, E. (2002). Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complimentary way of measuring effectiveness. School Effectiveness & School Improvement, 13(3), 291-324. doi: 10.1080/00131880500498297
11. Leger, K. E. (2014). Defining teaching excellence: A phenomenological study of 2013 highly effective louisiana value-added model teachers with perfect evaluation scores. Unpublished Doctoral Dissertation, Faculty of the College of Graduate Studies, Lamar University
12. Losee, C. R. (2014). Characteristics of highly effective, veteran middle school teachers. Unpublished Doctoral Dissertation. Dowling College, School of Education, New York
13. Lupascu, A. R., Pânisoarâ, G. ve Pânisoarâ, I-O. (2014). Characteristics of effective teacher. Procedia. Social and Behavioral Sciences, 127, 534-538. doi: 10.1016/j.sbspro.2014.03.305
14. McArdle, K. & Coutts, N. (2003) A strong core of qualities-A model of the professional educator that moves beyond reflection. Studies in Continuing Education, 25(2), 225-237. doi: 10.1080/0158037032000131547
15. McEwan, E. K. (2002). Ten traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin Press.
16. Moran, C. (2005). Teacher and principal perceptions of dispositional characteristics needed by middle school teachers to be most effective in the classroom. Doctoral Dissertation. Indiana State University. Indiana
17. Muijs, D. and Reynolds, D. (2005) Effective Teaching: Evidence and Practice. London: Paul Chapman Publishing.
18. Okoli, C. & Pawlowski, S. D. (2004). The delphi method as a research tool: An example, design considerations and applications. Information & Management 42, 15-29. doi:10.1016/j.im.2003.11.002
19. Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4), 23-29. doi: 10.3200/AEPR.107.4.23-29
20. Saunders, L. (2000). Effective schooling in rural Africa report 2: Key issues concerning school effectiveness and improvement. World Bank, Washington, DC. Human Development Network (ERIC Database, ED 453 045)
21. Şahin, A. (2011). Öğretmen algılarına göre etkili öğretmen davranışları. Ahi Evran Üniversitesi, Eğitim Fakültesi Dergisi, 12(1), 239-259
22. Şenol, Ş. (2012). Araştırma ve örnekleme yöntemleri. Ankara: Nobel Akademik Yayıncılık
23. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi: https://doi.org/10.17763/haer.57.1.j463w79r56455411
24. Smith, D. J. (2009). Characteristics of highly effective teachers: A perspective from students with disabilities. Unpublished Doctoral Dissertation, University of Northern Iowa
25. Somerville, J. A. (2007). Critical factors affecting the meaningful assessment of student learning outcomes: A Delphi study of the opinions of community college personnel. Doctoral Dissertation, Oregon State University, Corvallis, OR
26. Stronge, J. H. (2007). Qualities of effective teachers. USA: Association for Supervision and Curriculum Development (ASCD)
27. Swainston, T. (2008). A reflective resource for performance management, effective teachers in secondary schools. London: Network Continuum
28. Tucker, P. D. & Stronge, J. H. (2005). Linking teacher evaluation and student learning. USA: Association for Supervision and Curriculum Development (ASCD)
29. Woolfolk, A. E. (1998). Educational psychology. USA: Allyn and Bacon
30. Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık