Pre-service Teachers’ Beliefs about the “Good Teachers”

Yıl 2022, Cilt: 9 Sayı: 1, 1 - 13, 31.01.2022

İlhan İlter

Öz

This study explored the beliefs of pre-service teachers based on their views and thoughts about the notion of good teacher. Twentyfive undergraduate students who are seniors at the faculty of education in a university took part in this study. The subjects were asked to write an essay on “What makes a good teacher and how a good teacher should be?”, and the data gathered were analyzed using the content analysis technique. The study yielded 3 findings: first, findings provided valuable evidence among pre-service teachers in that they have developed their own initial conceptions and beliefs about what makes a good teacher before they enter the teaching profession. Second, personality traits attributed to the characteristics of good teachers seemed to be in the foreground here. Third, the findings indicated that participants' beliefs about good teachers were associated with reflective practice behaviors. The results of this research provide a comprehensive view of teachers' assessment of their professional knowledge and skills.

Anahtar Kelimeler

Education, teaching profession, good teacher, good teaching, teacher beliefs

Öğretmen Adaylarının “İyi Öğretmen” Hakkındaki İnançları

Öz

Bu araştırma öğretmen adaylarının “iyi öğretmen” kavramına ilişkin görüş ve deneyimlerine dayanarak iyi öğretmen hakkındaki inançlarını incelemeyi amaçlamıştır. Çalışmaya bir yükseköğretim kurumunda eğitim fakültesinde son sınıfta öğrenim gören 25 öğretmen adayı katılmıştır. Katılımcılardan “İyi öğretmen nedir, nasıl olmalıdır?” konulu bir kompozisyon yazmaları istenmiş ve elde edilen veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırma sonuçları üç önemli sonucu vermektedir. Birincisi, bulgular öğretmen adaylarının hizmet öncesi iyi bir öğretmeni neyin iyi yaptığına dair kendi inançlarını geliştirdiklerine dair önemli bilgiler sunmaktadır. İkincisi, araştırmada iyi öğretmenlere atfedilen kavramlarda kişilik özellikleri ön plana çıkmıştır. Üçüncüsü, bulgular katılımcıların iyi öğretmene ilişkin inançlarının yansıtıcı uygulama davranışları ile ilişkili olduğunu göstermiştir. Bu araştırmanın sonuçları öğretmenlerin mesleki bilgi ve becerilerine yönelik yeterliklerini değerlendirmelerine dair kapsamlı bir bakış sunmaktadır.

Anahtar Kelimeler

Eğitim, öğretmenlik mesleği, iyi öğretmen, iyi öğretim, öğretmen inançları

Kaynakça

• Arnon, S., & Reichel, N. 2007 . Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching, 13 5 , 441-464.
• Arthur, J., Kristjánsson, K., Cooke, S., Brown, E., & Carr, D. 2015 . The good teacher: Understanding virtues in practice: Research Report. Birmingham: University of Birmingham, Jubilee Centre for Character and Virtues.
• Aypay, A. 2011 . Behavioral habits of primary and secondary teachers and their perceptions on the characteristics of a “Good teacher”. Elementary Education Online, 10 2 , 620-645.
• Baiocco, S. A., & DeWaters, J. N. 1998 . Successful college teaching: Problem-solving
• Barnett, R. 1994 . The limits of competence: Knowledge, higher education and society. Buckingham: Open University Press.
• Becker, B. J., Kennedy, M., & M., Hundersmarck, S. 2003 . Hypothesis about ‘quality’: A decade of debates. Paper presented at the annual meeting of the American Educational Research Association.
• Beishuizen, J. J., Hof, E., Van Putten, C. M., Bouwmeester, S., & Asscher, J. J. 2001 . Students’ and teachers’ cognitions about good teachers. British Journal of Educational Psychology, 71 2 , 185-201.
• Benekos, P.J. 2016 . How to be a good teacher: Passion, person, and pedagogy. Journal of Criminal Justice Education, 27 2 , 225-237.
• Biesta, G. 2015 . How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In R. Heilbronn & L. Foreman Peck Eds , Philosophical perspectives on the future of teacher education pp.3-22 . Oxford: Wiley Blackwell.
• Biggs, J. 2011 . Teaching for quality learning at university. The Society for Research into Higher Education. Buckingham: Open University Press.
• Black, R., & Howard-Jones, A. 2000 . Reflections on best and worst teachers: An experiential perspective of teaching. Journal of Research and Development in Education, 34 1 , 1-13.
• Borich, G. 2014 . Effective teaching methods 7th ed. . New York, NY: Macmillan.
• Buaraphan, K. 2012 . Multiple perspectives on desirable characteristics of science teachers for educational reform. The Asia- Pacific Education Researcher, 21 2 , 384-393.
• Büyüköztürk, Ş., Kılıç, Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., ve Demirel, F. 2011 . Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayın.
• Cattell, H. E. P., & Mead, A. D. 2007 . The 16-personality factor questionnaire 16PF . In G. J. Boyle, G. Matthews, & D. H. Saklofske Eds. , Handbook of personality theory and testing. Personality measurement and assessment. London: Sage.
• Chinn, C. A., & Brewer, W. F. 1993 . The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63,1-49.
• Cochran-Smith, M., and C. Power. 2010 . New directions for teacher preparations. Ten trends spell out where teacher preparation is heading. Educational Leadership 67 8 , 6–13.
• Connell, R. 2009 . Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50 3 , 213-229.
• Cortazzi, M., & Jin, L. 2020 . Good Teachers: Visions of values and virtues in university student metaphors. KEMANUSIAAN: The Asian Journal of Humanities, 27 2 , 145–164.
• Cramer, K. M. 2013 . Six criteria of a viable theory: Putting reversal theory to the test. Journal of Motivation, Emotion, and Personality, 1, 9–16.
• Creswell, J. W. 2016 . Nitel araştırma yöntemleri, beş yaklaşıma göre nitel araştırma ve araştırma deseni. M. Bütün ve S. B. Demir Çev. Ed. . Ankara: Siyasal Kitabevi.
• Dahl, K. K. B. 2020 . Mo ve ments in professional identification: achieving professional identity and becoming a teacher in Danish and Kenyan teacher education. Compare: A Journal of Comparative and International Education, 50 1 , 123- 140.
• Darling-Hammond, L. 2000 . Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archive, 8 1 , 1-46.
• Devine D., Fahie, D. & McGillicuddy, D. 2013 . What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies, 32 1 , 83-108.
• Devine, D., D. Fahie, D. McGillicuddy, G. MacRuairc, & J. Harford. 2010 . Report on the use of the ISTOF International System of Teacher Observation and Feedback protocol in Irish school’s challenges, issues and teacher effect. Dublin: School of Education.
• Dignath, C., & B€uttner, G. 2018 . Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes—Insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13 2 , 127–157.
• Dignath-van Ewijk, C. 2016 . Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4 5 , 83-105.
• Emmer, E. T., & Stough, L. M. 2001 . Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103-112.
• Ergünay, O., ve Adıgüzel, O. C. 2020 . Öğretmen vizyonlarında değişimler: Üç aday öğretmene yönelik çoklu durum çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Erken görünüm. doi: 10.16986/HUJE.2020064993.
• EU. 2015 . Schools policy education & training 2020. Shaping career-long perspectives on teaching. a guide on policies to improve initial teacher education. ET2020. Working Group on Schools Policy 2014/15 .
• Finsterwald, M., Wagner, P., Schober, B., & Lüftenegger, M. 2013 . Fostering lifelong learning – Evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.
• Furman, E. 1990 . What is a good teacher? Instructor, p.18
• Genc, L., Pekić, J., & Genc, A. 2014 . The structure of personality of a good teacher from students perspective according to the big-five model. Psihologija, 47, 49–63.
• Goodson, I. F., & Cole, L 1994 . Exploring the teacher’s professional knowledge. Teacher Education Quarterly 21 1 , 85–105.
• Gödek, Y. 2004 . Öğretmen eğitiminde yeniden yapılanma, problemler ve bazı öneriler. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
• Göncz, A., Göncz, L., & Pekić, J. 2014 . The influence of students’ personality traits on their perception of a good teacher within the five-factor model of personality. Acta Polytechnica Hungarica, 11 3 , 65-86.
• Göncz, L. 2017 . Teacher personality: A review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4 1 , 75-95.
• Grant, K. 2015 . From lists to images: Exploring the concept of the good teacher in teacher education. Journal of the Canadian Association for Curriculum Studies. 13 1 , 37-59.
• Grossman, P.L., Wilson, S.M., & Shulman, L.S. 1989 . Teachers of substance: Subject matter knowledge for teaching. In M.C. Reynolds Ed. , Knowledge base for the beginning teacher pp. 23-36 . Oxford: Pergamon.
• Gülşen, C. ve Gökyer, N. 2016 . Türk eğitim sistemi ve okul yönetimi. Ankara: Anı Yayın.
• Hammerness, K., and K. Klette. 2015. “Indicators of Quality in Teacher Education: Looking at Features of Teacher Education from an International Perspective.” In Promoting and Sustaining a Quality Teacher Workforce international Perspectives on Education and Society, edited by G. K. LeTendre and A. W. Wiseman, 239–277. Vol. 27. Bingley: Emerald Group Publishing Limited.
• Harden, R.M., & Crosby, J.R. 2000 . The good teacher is more than a lecturer the twelve roles of the teacher. Medical Teacher, 22 4 , 334-347.
• Harpine, E. 2008 . Group interventions in schools: Promoting interventions for at-risk and children and youth. New York: Springer.
• Harvey, P. J. 2009 . Motivations of teachers in Australian Christian schools to engage in postgraduate study. Unpublished doctor of Philosophy . University of Western Sydney.
• Hiebert, J., Gallimore, R., & Stigler, J. W. 2002 . A knowledge base for the teaching profession: What would it look like and how can we get one?. Educational researcher, 31 5 , 3-15.
• Holt-Reynolds, D. 2000 . What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16 1 , 21-32.
• Hoşgörür, T. 2012 . A discussion of what makes a good teacher: Opinions of pre-service primary school teachers. International Conference on New Horizons in Education INTE2012 . Procedia, Social and Behavioral Sciences, 55, 451- 460.
• Hotaman, D. 2012 . Öğretmen adaylarının öğretmen kişilik özelliklerine yönelik algılarının incelenmesi. Kuramsal Eğitimbilim Dergisi, 5 2 , 186-201.
• Howes, C., Whitebook, M., and Phillips, D. 1992 . Teacher characteristics and effective teaching in child care: Findings from the National Child Care Staffing Study. Child and Youth Care Forum, 21, 399–414.
• Huitt, W. 2009 . Humanism and open education. Educational Psychology Interactive. http://www.edpsycinteractive.org/topics/affect/humed.html adresinden alınmıştır.
• Hyland, T. 1994 . Competence, education and NVQs: Dissenting perspectives. London: Cassell.
• Işiktaş, S. 2015 . Öğretmen adaylarının iyi öğretmen olma ile ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30 4 , 119-131.
• James, M. & Pollard, A. 2011 . TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact. Research Papers in Education, 26 3 , 275–328.
• Johnson, L. C. 2006 . Better hope your teacher likes you: Students perceptions of good teachers and good principals. Unpublished doctoral dissertation . University of North Carolina, Greensboro.
• Jones, V. F., & Jones, L. S. 1998 . Comprehensive classroom management: Creating communities of support and solving problems. Boston, MA: Allyn and Bacon.
• Jules, V., & Kutnick, P. 1997 . Student perceptions of a good teacher: The gender perspective. British Journal of Educational Psychology, 67 4 , 497-511.
• Kane, P. R., & Temple, E. 1997 . Who is a good teacher? Who is a good school head? Independent School, 56, 50–57.
• Kauffman, J., & Wong, K. 1991 . Effective teachers of students with behavioral disorders: Are generic teaching skills enough? Behavioral Dis orders, 16, 225-237.
• Kelchtermans, G. 1993 . Getting the story, understanding the lives: from career stories to teachers’ professional development. Teaching & Teacher Education, 9, 5/6, 443–456.
• Kember, D., & Kwan K-P. 2002 . Lecturers' approaches to teaching and their relationship to conception of good teaching. In N. Hativa & P. Goodyear Eds. , Teacher thinking, beliefs and knowledge in higher education pp. 219-240 . Amsterdam: Kluwer.
• Korthagen, F., A., J. 2004 . In search of good teachers: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
• Kubovi, D. 1992 . Between the teacher and the pupil. Hebrew: Jerusalem, Academon.
• Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. 2013 . Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105, 805-820.
• Kutnick, P., & Jules, V. 1993 . Pupils' perceptions of a good teacher: A developmental perspective from Trinidad and Tobago. British Journal of Educational Psychology, 63 3 , 400-413.
• Lavy, I., & Shriki, A. 2008 . Investigating changes in prospective teachers’ views of a ‘good teacher’while engaging in computerized project-based learning. Journal of Mathematics Teacher Education, 11 4 , 259-284.
• Le Cornu, R., & Ewing., R. 2008 . Reconceptualizing Professional Experiences in Pre-service Teacher Education. Reconstructing the past to Embrace the Future. Teaching and Teacher Education, 24 7 , 1799–1812.
• Leblanc, R. 1998 . Good teaching: The top ten requirements. The Teacher Professor, 12 6 , cited in CORE. Colorado State University, College of Business.
• Li, H. Q., & Wu, Y. Z. 2011 . Comparative study on the personality patterns of ‘good teacher’ and ‘bad teacher’ as perceived by college students. Advanced Materials Research, 271–273, 760–763.
• Lincoln, Y. S. & Guba, E. G. 1985 . Naturalistic inquiry. California: SAGE.
• Lincoln, Y. S., & Guba, E. G. 2013 . The constructivist credo. California, CA: Left Coast Press.
• Loeb, S., Soland, J., & Fox, L. 2014 . Is a good teacher a good teacher for all? Comparing value-added of teachers with their English learners and non-English learners. Educational Evaluation and Policy Analysis, 36 4 , 457-475. .
• Lombaerts, K., De Backer, F., Engels, N., Van Braak, J., & Athanasou, J. A. 2009 . Development of the self-regulated learning teacher belief scale. European Journal of Psychology of Education, 24 1 , 79–96.
• Malik, A.N. & Bashir, S. 2015 . Good teacher; student’s perception about top qualities in health sciences. The Professional Medical Journal, 22 5 , 670-673.
• McBer, H. 2000 . Research into teacher effectiveness: A model of teacher effectiveness. London: The Stationery Office.
• McIntyre, T., & Battle, J. 1998 . The traits of “good teachers” as identified by African-American and white students with emotional and/or behavioral disorders. Behavioral Disorders, 23 2 , 134-142.
• McIntyre, T., & Battle, J. 1998 . The traits of “good teachers” as identified by African-American and white students with emotional and/or behavioral disorders. Behavioral Disorders, 23 2 , 134-142.
• Mclntyre, T. 1995 . Characteristics of a "Good teacher" as reported by emotionally and/or be haviorally disordered students. Perceptions, 29, 21-26.
• MEB. 2019 . 2023 Eğitim Vizyonu. https://2023vizyonu.meb.gov.tr/ adresinden 17.06.2019 tarihinde erişilmiştir
• Merriam, S. B. 2013 . Nitel araştırma desen ve uygulama için bir rehber. S. Turan Çev. Ed. . Ankara: Nobel Akademik Yayıncılık.
• Miles, M. B. & Huberman, A. M. 1994 . Qualitative data analysis: An expanded sourcebook 2. Baskı . Californiya: SAGE Publications.
• Milli Eğitim Bakanlığı. 2006 . Öğretmenlik mesleği genel yeterlilikleri. Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. http://otmg.meb.gov.tr/YetGenel.html adresinden 26.06.2020 tarihinde edinilmiştir.
• Moore, A. 2004 . The good teacher: Dominant discourses in teaching and teacher education. Abingdon: Routledge.
• Morrison, B. & Evans, S. 2018 . University students’ conceptions of the good teacher: A Hong Kong perspective. Journal of Further and Higher Education, 42 3 , 352-365.
• Munthe, E., & Rogne. M. 2015 . Research based teacher education. Teaching and Teacher Education 46, 17–24.
• Murphy, P. K., Delli, L. A. M., & Edwards, M. N. 2004 . The good teacher and good teaching: Comparing beliefs of second- grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72 2 , 69-92.
• Niederhauser, D.S., & Stoddart, T. 2001 . Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17, 15-31.
• Olusegun, A. E. 2012 . The effects of teachers’ skills on students’ academic performance in selected secondary schools in Ijebu-Ode township. Abuja, Nigeria: Ripple Concepts Educational Resources.
• Opatha, H. H. D. N. P. 2010 . Personal Quality. Department of HRM, University of Sri Jayewardenepura, Sri Lanka.
• Organization for Economic Co-Operation and Development. 2005 . Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD Publishing.
• Orlando, M. 2013, January 14 . Nine characteristics of a great teacher. Faculty Focus: Higher Ed Teaching Strategies form Magna Publications. www.facultyfocus.com/articles/philosophy-of-teaching/nine-characteristics-of-a-greatteacher/
• Ornstein, C. A., & Hunkins, P.F. 2014 . Curriculum: Foundations, principles and issues 4th Ed. . USA: Pearson Education, Inc.
• Pajares, M. 1992 . Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 3 , 307-332
• Pajares, M. F. 1992 . Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 3 , 307–332.
• Palmer, P. J. 1998 . The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass Publishers.
• Pelletier, D., Donoghue, J., & Duffield, C. 2003 . Australian nurses' perception of the impact of their postgraduate studies on their patient care activities. Nurse Education Today, 23, 434-442.
• Poskitt, J. 2005 . Towards a model of New Zealand school-based teacher professional development. New Zealand Journal of Teacher's Work, 2 2 , 136-151.
• Putnam, R.T., & Borko, H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29 1 , 4–15.
• Richardson, V. 1996 . The role of attitudes and beliefs in learning to teach. In J. Sikula Ed. , Handbook of research on teacher education pp. 102-119 . New York: Simon & Schuster.
• Richardson, V. 2003 . Preservice teachers’ beliefs. In J. Raths & A.C. McAninch Eds. , Teacher beliefs and classroom performance: The impact of teacher education pp. 1-22 . Greenwich, CT: Information Age Publishing
• Richardson, V., &P. Placier. 2001 . Teacher Change. In Handbook of Research on Teaching, edited by V. Richardson. 4th ed. Washington DC: American Educational Research Association. 905-947.
• Riley, R. 1998 . Our teachers should be excellent, and they should look like America. Education and Urban Society, 31, 18-29.
• Rosenshine, B.V., & Furst, N. 1973 . The use of direct observation to study teaching. In R.M.W. Travers Ed. , Second handbook of research on teaching pp. 122-183 . Chicago: Rand McNally.
• Sanders, S. E. 2002 . What do schools think makes a good mathematics teacher? Educational Studies, 28 2 , 181-191.
• Sanders, W. L., & Rivers, J. C. 1996 . Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.
• Schon, D. A. 1983 . The reflective practitioner: How professionals think in action. New York: Basic Books, Inc
• Seferoğlu, S. S. 2004 . Öğretmen yeterlilikleri ve mesleki gelişim. Eğitim Dergisi, 58, 40-41.
• Shulman, L. S. 1986 . Those who understand: Knowledge growth in teaching. Educational Researcher, 15 2 , 4-14.
• Stobaugh, R., Mittelberg, J., & Huang, X. 2020 .Examining K–12 students’ perceptions of student teacher effectiveness.Teacher Development, 24 2 ,274-292.
• Stromquist, N. P. 1997 . Literacy practices among adult women: an attempt at critical conceptualisation. Negotiating and Creating Spaces of Power: Women's Educational Practices Amidst Crisis. UNESCO Institute of Education: Hamburg.
• Stronge, J. H. 2007 . Qualities of effective teachers 2nd ed. . Alexandria, VA: Association of Supervision and Curriculum Development.
• Stronge, J. H., Ward, T. J., & Grant, L. W. 2011 . What makes good teachers good? A cross case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62 4 , 339-355.
• Şişman, M. 2005 . Öğretmenliğe giriş. Ankara: Pegem Akademi Yayın.
• Şişman, M. 2011 . Eğitimde mükemmellik arayışı etkili okullar. 2. baskı . Ankara: Pegem A Yayın.
• Thomas, J. A. 1998 . On becoming a good teacher: Reflective practice with regard to children’s voices. Journal of Teacher Education, 49, 372–380.
• Tuckman, B. 1995 . Assessing effective teaching. Peabody Journal of Education, 70 2 , 127-138.
• Ural, A. 2011 . Öğretmenlik eğitimine ilişkin bir model önerisi. Türkiye'de öğretmen yetiştirme, 209-219. Editör Kilimci . Türkiye'de öğretmen yetiştirme. Ankara: Pegem Akademi Yay.
• Walker, R. J. 2008 . Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers’ opinions. Educational Horizons, 87 1 , 61–68.
• Wallace, T. L. B., Sung, H. C., & Williams, J. D. 2014 . The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education, 42, 34–46.
• Wang, J., & S. J. Odell. 2007 . An alternative conception of mentor-novice relationships: learning to teach reform-minded teaching as a context. Teaching and Teacher Education 23 4 , 473–489.
• Wilkins, J. 2014 . Good teacher-student relationships: Perspectives of teachers in urban high schools. American Secondary Education, 43 1 , 52-68.
• Wilson, M., Cooney, T. J., & Stinson, D. W. 2005 . What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8, 83-111.
• Wilson, S.M., & Berne, J. 1999 . Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development. Review of Research in Education, 24 6 , 173–209.
• Winch, C. 2017 . The good teacher. Teachers' know-how: A philosophical investigation pp. 187-201 . John Wiley.
• Winch, C. 2017 . The good teacher. Teachers' know-how: A philosophical investigation pp. 187-201 . John Wiley and Sons.
• Windtschitl, M. 2002 . Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72 2 , 131–175.
• Woolfolk Hoy, A., & Murphy, P. K. 2001 . Teaching educational psychology to the implicit mind. In B. Torff, & R. Sterberg Eds. , Understanding and teaching the intuitive mind pp. 145–185 . Mahwah, NJ: Lawrence Erlbaum.
• Yıldırım, A. ve Şimşek, H. 2011 . Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayın
• Zhang, Q., & Watkins, D. 2007 . Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly 41 4 , 781–790.