ŞAKİRE ERBAY ÇETİNKAYA, Elif ERDEM, HASAN SAĞLAMEL

The Portrait of a Good Foreign Language Teacher: A Cross-Interview Analysis of Private Language Course Administrators' Opinions

İyi dil öğretmen profilini tanımlama çabaları 1920lere kadar uzanan köklü bir gayrettir. Günümüze kadar uzanan bu alanyazın, meseleyi çoğunlukla öğrenci ve öğretmen açısından ele alan sayısız çalışmalarla doludur. Fakat Türkiyede bu konuda farklı görüş açılarını araştırmak için yapılan çalışmalar yok denecek kadar azdır ve bu bariz açık, Türkiyenin kuzeydoğusundaki bir ilde bulunan altı özel dil kursundaki toplam altı yönetici ile detaylı bireysel görüşmelerin yapıldığı özünde nitel olan bu çalışma ile doldurulmaya çalışılmıştır. İyi dil öğretmeni profilinin sabit tanımı hedeflenmese de alanyazında var olan çalışma sonuçlarına benzer olarak hassas dengelenmiş sınıf otoritesi, enerji, tolerans, üretkenlik, iyi bir hedef dil bilgisi, sürekli kişisel gelişim, öğrenci özerkliğini geliştirme, iyi iletişim becerileri ve eğitim tecrübesi gibi özelliklerin iyi bir dil öğretmeni ile özdeşleştirildiği görülmüştür. Fakat sonuçlar art alanyazında yaygın olarak bulunan doğal konuşmacı ile iyi dil öğretmenini özdeşleştirme eğiliminin belirlendiği çalışmaların aksine çıkmış, ve yerel Türk dil öğretmenleri sınıf içi öğretim rolleri, ikinci dil edinim tecrübeleri, öğrencilerle kuvvetli empati kurabilme yeteneklerinden dolayı iyi dil öğretmeni olarak etiketlenirken doğal konuşmacılar sadece hedef dildeki iletişim becerileri ve kuruma prestij kazandırma potansiyellerinden dolayı övülmüşlerdir. Türkiye gerçeğine ışık tutan bu çalışma ile daha önceki çalışmalara ek olarak farklı bir bakış açısının detaylı incelenmesi ile meselenin özüne inerek öğretmen adayları ve eğitim planlayıcılarına gelecek için fikir verme amacı güdülmüştür.

İyi Bir Yabancı Dil Öğretmen Profili: Özel Dil Kursları Yönetici Fikirlerinin Çapraz Mülakat Analizi

The attempt to present the profile of a good language teacher is an early arrival, dating back to 1920s. The literature to date abounds with much scholarly attention to exploration of mainly students and teachers point of view regarding the issue. However, the paucity of research into other different perspectives in Turkey serves as the backcloth of the current study qualitative in nature, which employs in-depth interviews with the six administrators of six private courses in a province in the northeast part of Turkey with the aim of filling this hiatus. The data gathered via individual in-depth interviews were analysed via content analysis, in which the researchers went through the transcribed texts to find the recurring themes, enumerate them, create broad categories out of them, and pick excerpts that could support their interpretations. Although it was not intended to provide definitive good language teacher profile, issues such as a finely-tuned classroom authority, energy, tolerance, creativity, a sound knowledge of language, an ongoing professional development, enhancement of student autonomy, good communication skills, and teaching experience were found as the distinguishing effective teacher characteristics, analogous to the previous studies. However, the findings contradict with the seemingly omnipresent tendency towards describing native speaker as good language teacher in the existing literature in that local Turkish teachers were described as effective teachers with their in-class teaching roles, second language learning experience, strong empathy with students while their native counterparts were valued solely for their communicative ability and potential role to add to institution prestige. The current study with a glimpse of Turkey is believed to help capture the essence of the issue by providing a close scrutiny of a different perspective, in turn yield insight for prospective English language teachers and teacher education planners.

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