WHAT MAKES AN EFFECTIVE EFL TEACHER? INVESTIGATIONS ON STUDENT AND TEACHER PERSPECTIVES

Etkili öğrenme, genellikle iyi bir öğretmen ve etkili öğretme yetileri ile gerçekleşir. Bu noktada öğretmenin nitelikleri gerek öğrencilerin karşılaştığı problemleri çözmede gerekse öğrenme sürecinde ortaya çıkan zorlukları en aza indirmede önemli rol oynar. Daha dar kapsamda İngilizce öğretmenleri düşünüldüğünde ise 1920'den beri etkili bir İngilizce öğretmeninin özellikleri üzerine odaklanılmıştır. Çalışmalar genellikle tek taraflı yürütülmüş, ya sadece öğretmen bakış açısı elealınmış, ya da öğrencilerin bu konudaki fikirleri üzerinde durulmuştur. Bu makale iyi bir İngilizce öğretmeni nasıl olmalıdır sorusuna odaklanılarak hazırlanmıştır; fakat hem öğretmenlerin hem de öğrencilerin fikirleri alınarak karşılaştırmalı bir yol izlenmiştir. Bu sebeple, bu çalışmada Türkiye'deki bir devlet üniversitesinin yabancı diller yüksekokulunda görev yapan İngilizce okutmanlarının ve aynı okulda eğitim gören hazırlık sınıfı öğrencilerinin "Etkili bir İngilizce öğretmeninin nitelikleri" konusundaki farklı bakış açıları karşılaştırılmıştır. Çalışmada 132 başlangıç ve orta seviye hazırlık sınıfı öğrenci ile 16 İngilizce okutmanına yer verilmiştir. Önem (2009) tarafından geliştirilen bir anket hem öğrencilere hem de İngilizce okutmanlarına uygulanmıştır. Ayrıca elde edilen nitel datayı nicel bilgilerle de desteklemek amacıyla 40 öğrenci ve 4 öğretmenle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Çalışmanın dataları 2013 - 2014 eğitim öğretim yılının güz döneminde toplanmıştır. Toplanan datalar dört ana başlık altında incelenmiştir: kişisel özellikler, duyusal nitelikler, akademik özellikler ve öğretim yöntemleri ile ilgili yaklaşımlar ve tutumlar.

ETKİLİ BİR İNGİLİZCE ÖĞRETMENİNİN EN BELİRGİN NİTELİKLERİ ÜZERİNE FARKLI BAKIŞ AÇILARI

Effective learning is generally derived from a good teacher and powerful teaching skills. From this point of view, qualities of teachers attract attention especially when the problems learners face and difficulties interfering in the learning process are concerned. As for the EFL teachers, the profile of an effective language teacher has been focused on since 1920s. Most of the studies in the literature have investigated either the students’ or teachers’ perception in the field. However, the present study attempts to present and compare both students’ and teachers’ point of views. Therefore, the primary goal of the current study is to investigate the Turkish university EFL students’ and instructors’ opinions of what makes a good EFL teacher and examine how these perceptions are related to each other. The participants of this study are 132 elementary and pre-intermediate students and 16 EFL instructors at a state university school of foreign languages. A questionnaire developed by Onem (2009) is administered to collect data and additionally to support the quantitative data, semi-structured interviews with 40 students and 4 instructors are carried out in the first term of the 2013 - 2014 academic year. The results have presented insight into students’ and teachers’ views about the personal traits, socioaffective qualities, academic qualities, and teaching qualities of an effective language teacher

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