Libya Öğrencilerinin Öğretmenlerin Etkili EFL Öğretmenlerinin Niteliklerine İlişkin Algıları

Yıl 2019, Cilt: 25 Sayı: 97, 407 - 423, 20.09.2019

Najma Salem

https://doi.org/10.22559/folklor.952

Öz

Bu araştırmada etkili dil öğretmenlerinin başarılı dil öğretimi ve öğrenme uygulamaları üzerindeki önemli
etkisi üzerinedir. Bu çalışma, Lübnan üniversitelerinde aday öğretmen öğrencilerinin etkili dil öğretim
algılarına dayanan niteliklerini ele almaktadır. Araştırmada hem nitel hem de nicel veri toplama araçlarını içeren çok yöntemli bir yaklaşım kullanılmıştır. Sonuçlara göre, Libyalı aday öğretmen öğrencilerinin şu
maddelere önem verdikleri anlaşılmıştı: 1) gramer ve kelime bilgisi da dahil olmak üzere bilgi ve güvenilirliğe
büyük önem verdiğini; 2) temel olarak öğrenci katılımını teşvik ederek ve öğrencinin özgüvenini artırarak
eğitilmesi; 3) öğretmenin tarafsızlığı ile büyük ölçüde karakterize edilen dürüstlük; 4) öğrencilerin özellikle
dikkat konusunda uyumlu olmarını; ve 5) her ders için önceden hazırlık yapılması ve öğretmenlerin ek
materyal hazırlaması. Bulguların, öğretmen adaylarının ve dil öğretmenlerinin öğretmenlik uygulamalarını
geliştirmeleri için önemli etkileri olduğu tespit edilmiştir.

Anahtar Kelimeler

öğretmen adayları, algı, etkili dil öğretim özellikler, libya

Libyan Student Teachers’ Perceptions on the Attributes of the Effective EFL Teachers

Öz

Given the undeniable influence of effective language teachers on successful language teaching and learning
practices, this study was set out to address the attributes of effective language teachers based on Libyan
university level student teachers’ perception. A multi-method approach including both qualitative and
quantitative means of data collection was employed in the study. Results indicated that Libyan student
teachers placed high importance on 1) Knowledge and credibility including possessing the knowledge of
grammar and vocabulary; 2) Delivery principally by encouraging student participation and increasing
students’ self-confidence; 3) Fairness as mainly characterized by teacher impartiality; 4) Rapport specifically
through features that involved care and attention students; and 5) Organization and Preparation as manifested
by prior preparation for every lesson and provision of supplemental material by teachers. The findings have
important implications for student teachers and language teachers to improve the efficiency of their teaching
practices. 

Anahtar Kelimeler

student teachers, perception, effective EFL teaching attributes, Libya

Kaynakça

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