Abstract
Prospective Teachers’ Views on Effective Teacher Characteristics and Their Occupational Self-efficacy Perceptions in terms of These Characteristics
Highlights
The success of a system is directly proportional to the nature of those who work within the system
The results of the Paired Samples t-Test are presented in Table 4, and shows the difference between the average scores of prospective teachers’ views about the effective teacher characteristics and their perceptions towards professional self-efficacy
Prospective teachers have a high level of involvement in the teaching of these effective qualifications in relation to the effective teacher characteristics specified in the effective teaching dimension
Summary
The success of a system is directly proportional to the nature of those who work within the system. Erden (2001) assessed the qualities that an effective teacher must have under two main categories; personal qualifications and professional qualifications. On the one hand are motivating, focusing on success, and being professional are the personal qualities of an effective teacher; whilst on the other, planning educational activities, using teaching methods and techniques, effective communication, classroom management, using time effectively, evaluating learning and guiding students are considered as the professional qualifications of an effective teacher (Demirel, 2000). He stated that the most important personality traits to be found in an effective teacher are to be tolerant and patient, open-minded, flexible, adaptive, compassionate and humorous to different ideas, showing understanding, having high expectation of success from students, encouragement and support; while the professional qualifications include having a good level of general culture and adequate special field knowledge, planning teaching process, diversification of the process, using teaching period effectively, creating a teaching environment in which all students can participate, and monitoring students’ development
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