Şakire ERBAY, 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. Günümüzekadar uzanan bu alanyazın, meseleyi çoğunlukla öğrenci ve öğretmen açısından ele alan sayısızçalışmalarla doludur. Fakat Türkiyede bu konuda farklı görüş açılarını araştırmak için yapılan çalışmalaryok denecek kadar azdır ve bu bariz açık, Türkiyenin kuzeydoğusundaki bir ilde bulunan altı özel dilkursundaki 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 varolan 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 eğitimtecrübesi gibi özelliklerin iyi bir dil öğretmeni ile özdeşleştirildiği görülmüştür. Fakat sonuçlar artalanyazında yaygın olarak bulunan doğal konuşmacı ile iyi dil öğretmenini özdeşleştirme eğilimininbelirlendiği çalışmaların aksine çıkmış, ve yerel Türk dil öğretmenleri sınıf içi öğretim rolleri, ikinci diledinim tecrübeleri, öğrencilerle kuvvetli empati kurabilme yeteneklerinden dolayı iyi dil öğretmeniolarak etiketlenirken doğal konuşmacılar sadece hedef dildeki iletişim becerileri ve kuruma prestijkazandırma potansiyellerinden dolayı övülmüşlerdir. Türkiye gerçeğine ışık tutan bu çalışma ile dahaönceki çalışmalara ek olarak farklı bir bakış açısının detaylı incelenmesi ile meselenin özüne inereköğretmen 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 andteachers point of view regarding the issue. However, the paucity of research into other differentperspectives in Turkey serves as the backcloth of the current study qualitative in nature, which employsin-depth interviews with the six administrators of six private courses in a province in the northeast partof Turkey with the aim of filling this hiatus. The data gathered via individual in-depth interviews wereanalysed via content analysis, in which the researchers went through the transcribed texts to find therecurring themes, enumerate them, create broad categories out of them, and pick excerpts that couldsupport their interpretations. Although it was not intended to provide definitive good language teacherprofile, issues such as a finely-tuned classroom authority, energy, tolerance, creativity, a soundknowledge of language, an ongoing professional development, enhancement of student autonomy,good communication skills, and teaching experience were found as the distinguishing effective teachercharacteristics, analogous to the previous studies. However, the findings contradict with the seeminglyomnipresent tendency towards describing native speaker as good language teacher in the existingliterature in that local Turkish teachers were described as effective teachers with their in-class teachingroles, second language learning experience, strong empathy with students while their nativecounterparts were valued solely for their communicative ability and potential role to add to institutionprestige. The current study with a glimpse of Turkey is believed to help capture the essence of theissue by providing a close scrutiny of a different perspective, in turn yield insight for prospective Englishlanguage teachers and teacher education planners.

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