Classroom Teacher Candidates' Evaluations about Ideal Teacher and Their Own Competencies

Öz

The purpose of this study is to determine the teacher candidates' opinions about the concept of ideal teacher and receive their evaluation about their own professional competencies and deficiencies. In this descriptive study, the data were collected by using open-ended questions and were analyzed by using descriptive statistics. The subjects for this study were 234 final year pre-service teachers enrolled in one of the major universities in Ankara. The teacher candidates indicated that ideal teachers should have sympathy for children and the teaching profession. 26.5% of the candidates stated that regular reading of the newspapers, journals, and books were the most important indicator for the teachers having a good general culture. 85% of the participants indicated that their sympathies for children were their most important professional competency, and the lack of experience was their most important professional deficiency. The future studies should focus on beginning teachers' opinions about the concept of ideal teacher and uncover their own professional competencies and deficiencies.

Anahtar Kelimeler

• Teacher candidates, ideal teacher, competencies

Sınıf Öğretmeni Adaylarının İdeal Öğretmen ve Mesleki Yeterliklerle İlgili Değerlendirmeleri

Öz

Bu çalışmada sınıf öğretmeni adaylarının "ideal sınıf öğretmeni" hakkındaki görüşleri ve kendi mesleki yeterlikleri ile ilgili değerlendirmelerinin araştırılması amaçlanmıştır. Tarama modelinde olan çalışmada açık uçlu sorularla toplanan veriler betimsel analiz yöntemiyle analiz edilmiştir.

Anahtar Kelimeler

• Sınıf öğretmeni adayı, ideal öğretmen, yeterlikler

Kaynakça

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2. Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54(3), 187-191.
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4. Çalışkan, M., Işık, A. N., & Saygın, Y. (2013). Öğretmen adaylarının ideal öğretmen algıları. İlköğretim Online, 12(2), 575-584.
5. Darling-Hammond, L. (2008). The case for university-based teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 333-346). NY: Routledge, Taylor & Francis.