Identifying the Qualities of an Ideal Teacher in line with the Opinions of Teacher Candidates

Abstract

Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals’ process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes and behaviors. By Ataturk’s saying, "Teachers are the most devoted and respectable factors of human society all over the world". In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others.” From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The role of teaching is sometimes mixed up with the roles of mother, father, sister and brother. There are many students who keep fresh their relationships with teachers for many years although their education and training activities do not continue. Based on these, the starting point of the study is about which characteristics the teacher must have to become an ideal teacher. This study was carried out to determine the characteristics of an ideal teacher in line with the opinions of the participants of the faculty of education and pedagogical training program in a University in Istanbul. The research was carried out in the screening model. The research data were collected through semi-structured interview technique to find out student opinions in a clearer way. The study group of the research was established in accordance with the voluntary basis from among the students from the psychological counseling and guidance department, Turkish teaching department, gifted children teaching department and English teaching department and the students who are enrolled in the pedagogical training certificate program in a University, in Istanbul, in the 2015-2016 academic year. Face to face interviews were conducted with each participant in the researcher's working office for half an hour on an average. At the beginning of the interview, students were asked about their genders and the graduated university, department and faculty. Within the context of the interview, the question of "what are the characteristics of an ideal teacher for you" was posed to participants. The personal and professional characteristics that an ideal teacher should have were determined according to the opinions of teacher candidates. The discussion section was structured by the research findings in the literature, and the study was finalized with suggestions.

Keywords

• Ideal teacher,faculty of education students,opinions of prospective teachers,professional characteristics of an ideal teacher,personal characteristics of an ideal teacher

Kaynakça

1. Adiguzel, A. (2005). Avrupa Birligine Uyum Surecinde Ogretmen Niteliklerinde Yeni Bir Boyut: Bilgi Okuryazarligi (,A New Dimension in Teacher Qualifications in European Union Alignment: Information Literacy). Milli Egitim, 167, 355-364.
2. Ari, A. (2015). Ogretmeni Secmede Ogretmen Adaylarinin Kisilik Ozelliklerinin Belirlenmesinin Onemi (The Importance of Determining Personality Traits of Teacher Candidates in Choosing Teachers). Elementary Education Online, 14(3), 862-873, DOI: 10.17051/io.2015.34960
3. Avci, O, Durmuscelebi, M. (2014). Ogretmen Goruslerine Gore Ideal Ogrenci Tipi (Ideal Student Type According to Teacher's Opinions). OPUS Uluslararasi Toplum Arastirmalari Dergisi, 4 (6), 22-44. Retrieved from http://www.e-dergi-marmara.dergipark.gov.tr/opus/issue/22695/242286
4. Aydin, I. (2016). Yonetsel Mesleki ve Orgutsel Etik (Managerial Professional and Organizational Ethics). Ankara: PegemA Yayincilik.
5. Bakioglu, A. (2014). Egitim Bilimine Giris (Introduction to Educational Science). (Ed.). Ankara: Nobel.
6. Bayindir,N., Cavdar, H. ve Gokce, M. (2016). Ogretmen Adaylarinin Ideal Ogretimsel Becerilere Iliskin Beklentileri (Teacher Candidates' Expectations for Ideal Instructional Abilities). Usak Universitesi Sosyal Bilimler Dergisi, 9(1), 79-88.
7. Bilen, M. (1995). Plândan Uygulamaya Ogretim (Teaching Practice from Plans). Ankara: Ankara Basim.
8. Bircan, I., (2003). Egitimde Yeni Yonelimler (New Directions in Education). Cagdas Egitim Sistemlerinde Ogretmen Yetistirme Ulusal Sempozyumu. Ankara, Bildiriler Kitabi, 44–47.

9. Cerit, Y. (2008). Ogretmen Kavrami Ile Ilgili Metaforlara Iliskin Ogrenci, Ogretmen ve Yoneticilerin Gorusleri (Opinions of Students, Teachers and Administrators on the Metaphor of Teacher Concept). Turk Egitim Bilimleri Dergisi, 6 (4): 693-712.
10. Caliskan, M., Isik, A. N., & Saygin, Y. (2013). Ogretmen adaylarinin ideal ogretmen algilari (Ideal teacher perceptions of teacher candidates). Ilkogretim Online, 12(2), 575-584.
11. Celikten, M. ve Can, N. (2003). Yonetici, Ogretmen ve Veli Gozuyle Ideal Ogretmen (Ideal Teacher with Manager, Teacher and Parent). Selcuk Universitesi Egitim Fakultesi Dergisi, 15(2), 253-267.
12. Celikten, M., Sanal, M., & Yeni, Y. (2005). Ogretmenlik Meslegi ve Ozellikleri (Teaching Profession and Characteristics). Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi, 19(2), 207-237.
13. Cetin. S. (2001). Ideal Ogretmen Uzerine Bir Arastirma (A Research on the Ideal Teacher). Milli Egitim, 149.
14. Dogan, M. C. (2003). Turkiye’de Ogretmenlik Mesleginin Sorunlari ve Ogretmen Adaylarinin Meslege Iliskin Goruleri (Relating to the Profession of Teaching Profession eyesight problems and Teachers in Turkey). Istanbul: Burak yayinlari.
15. Ekinci, N. (2017). Ogretmen Adaylarinin Ogretmenlik Meslegi ve Alan Seciminde Etkili Olan Motivasyonel Etkenler (Motivational Factors Affecting Teaching Profession and Teacher Candidate Selection). Ilkogretim Online, 16(2), 394-405, 2017. [Online]:http://ilkogretim-online.org.tr doi: 10.17051/ilkonline.2017.304706.
16. Ekiz, D.(2003). Egitimde Arastirma Yontem ve Metotlarina Giris (Introduction to Research Methods and Methods in Education). Ankara.
17. Ergun, M., Duman, T., Kincal, R. K. ve Aribas, S. (1999). Ideal Bir Ogretim Elemaninin Ozellikleri (Characteristics of an Ideal Instructor). Afyon Kocatepe Universitesi Sosyal Bilimler Dergisi, 3, 1-11.
18. Gunduz, M. (2014). Ilkokul Ogrencilerinin Etkili Ogretmen Hakkindaki Dusunceleri (Thoughts of Primary School Students about Effective Teachers). YYU Egitim Fakultesi Dergisi, 11(1), 114-128.
19. Jhonson, R. B. (1997). Examining the validity structure of qualitative research. Education, Winter, 118(2), 282-292.
20. Kilic, M., Kaya, A., Yildirim, N., Genc, G. (2004). Egitimci gozuyle ogretmen ve ogrenci (Educator is eye-catching teacher and student). XIII. Ulusal Egitim Bilimleri Kurultayi, 6-9 Temmuz 2004, Inonu Universitesi Egitim Fakultesi, Malatya.
21. Kilicci, Y. (1992). Okulda Ruh Sagligi (Mental Health at School). Ankara: Safak Matbaacilik.
22. Kiziltas, E., Halmatov, M. ve Saricam, H. (2012). Okul oncesi ogretmenligi ogrencilerinin ogretmenlik meslegine yonelik tutumlari (Attitudes of pre-school teachers towards their teaching profession). Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 23, 173-189.
23. Kuzgun, Y. (2000). Meslek danismanligi (Occupational counseling ). (2nd Edition) Ankara: Dogus Matbaacilik.
24. MEB (2012). Ogretmenlik meslegi genel yeterlikleri (Teaching profession general competencies). www.otmg.meb.gov.tr/YetGenel.html
25. Merriam, S.B. (1995). What can you tell from an N of 1?: Issues of validity and reliability in qualitative research. PAACE Journal of Lifelong Learning, 4, 51- 60.
26. Metin, M. ve Aytac, T. (2015). Egitim Bilimine Giris (Introduction to Educational Science). (Ed.). Ankara: Pegem Akademi.
27. Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). Calif.: SAGE Publications.
28. Ozabaci, N & Acat, M.B. (2005). Ogretmen Adaylarinin Kendi Ozellikleriyle Ideal Ogretmen Ozelliklerine Donuk Algilarinin Karsilastirilmasi (Comparison of Teacher Candidates' Perceptions towards their Ideal Teacher Characteristics). Kuramdan Uygulamaya Egitim Yonetimi, 11(42) 195-209.
29. Ozbek, R., Kahyaoglu M. ve Ozgen, N. (2007). Ogretmen adaylarinin ogretmenlik meslegine yonelik goruslerinin degerlendirilmesi (Evaluation of teacher candidates' views towards teaching profession). Afyon Kocatepe Universitesi Sosyal Bilimler Dergisi, Cilt: IX, Sayi: 2, Aralik 2007.
30. Ozdemir, I. ve Yalin, H. (2004). Ogretmenlik Meslegine Giris (Introduction to Teaching Profession). Ankara: Nobel Yayin
31. Ozden, Y. (2005). Egitimde Yeni Degerler (New Values ​​in Education). Ankara: PegemA Yayincilik.
32. Sarpkaya, R. (2005). Bir Meslek Olarak Ogretmenlik. Ogretmenlik Meslegine Giris (Teaching as a Profession. Introduction to Teaching Profession). (2nd Edition) (Ed. Musa Gursel, Muhsin Hesapcioglu). Konya: Egitim Kitabevi.
33. Saylan, N. (2014). Egitim Bilimine Giris (Introduction to Educational Science). (Ed.) (8th Edition). Ankara: Pegem Akademi.
34. Seferoglu, S.S. (2004). Ogretmen Yeterlikleri ve Mesleki Gelisim (Teacher Competencies and Professional Development).
35. Bilim ve Aklin Aydinliginda Egitim Dergisi, Yil 5, Sayi 58.
36. Sonmez, V. (2013). Egitim Bilimine Giris (Introduction to Educational Science). (Ed.) (10th Edition). Ankara: Ani.
37. Sunbul, A. M. (2006). Bir Meslek Olarak Ogretmenlik. Egitim Bilimine Giris (Teaching as a Profession. Introduction to Educational Science). (Ed. Ozcan Demirel, Zeki Kaya). Ankara : Pegem A Yayincilik.
38. Sahin, I. (2014). Ogretmen Adaylarinin Nasil Yetistirildiklerine Iliskin Gorusleri (Opinions of How Teacher Candidates Are Raised). Kastamonu Egitim Dergisi, 22(1), 241-258.
39. Tanriogen, A. ve Sarpkaya, R. (2014). Egitim Bilimine Giris (Introduction to Educational Science). (Eds.) (5th Edition). Ankara: Ani.
40. Tezcan, M. (1997). Turk Kisiligi ve Kultur-Kisiligi Iliskileri (Turkish Personality and Culture-Personality Relations). Ankara: Kultur Bakanligi Yayini.
41. Yazici, H. (2009). Ogretmenlik Meslegi, Motivasyon Kaynaklari ve Temel Tutumlar: Kuramsal Bir Bakis (Teaching Profession, Motivation Sources and Basic Attitudes: A Theoretical Perspective). Kastamonu Egitim Dergisi, 17 (1), 33–46.
42. Yildirim, A., & Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri (Qualitative research methods in the social sciences). Ankara: Seckin Yayinevi.
43. Yildirim, K. (2010). Nitel Arastirmalarda Niteligi Artirma (Increasing Qualification in Qualitative Research). Ilkogretim Online, 9(1), 79- 92.
44. Yilman, M. (2006). Turkiye’de Ogretmen Egitiminin Temelleri (Fundamentals of Teacher Education in Turkey). Ankara: Nobel Yayin Dagitim.
45. Yurdagul, H., Erdem, M. ve Seferoglu, S. S. (2010). Ogretmenlik Meslegi Genel Yeterliklerine Iliskin Ogretmen Yetistiren Kurumlardaki Ogretim Elemanlarinin Gorusleri (Opinions of the Instructors in Institutions Training Teachers Adapted to General Competencies of Teacher Profession). Uluslar arasi Ogretmen Yetistirme Politikalari ve Sorunlari Sempozyumu II, 16-18 Mayis 2010 – Hacettepe Universitesi, Beytepe-Ankara.