Original article | TAY Journal 2023, Vol. 7(4) 791-826
The Portrayal of “Bad” Teacher: A Phenomenological Study of Turkish Trainee Teachers’ Experiences
Ergin Erginer, Ali Bostancıoğlu, Aysun Erginer, Anıl Kadir Eranıl
pp. 791 - 826 | DOI: https://doi.org/10.29329/tayjournal.2023.610.05 | Manu. Number: tay journal.2023.048
Published online: October 30, 2023 | Number of Views: 28 | Number of Download: 359
Abstract
Aiming to contribute towards building a collective picture of “good” teachers/teaching, the present study investigated Turkish teacher candidates’ (TCs’) perceptions of “bad” teachers/teaching. 182 TCs completing a postgraduate certificate in education in a medium-size university in Turkey participated in the study. The data was collected via an assignment and the participants were asked to provide situational examples of their experiences with their teachers. Stages of Thematic Analysis were followed during the analysis. In relation to “bad” teachers/teaching, around one-fourth of the coded content were grouped under the theme of professional (in)competencies (i.e. insufficient content knowledge), and almost three-fourths within affective qualities theme (i.e. discriminating among students) which indicated the perceived importance the latter played in student learning. The identified categories can be treated as a list of actions that can be avoided by teachers to create a more productive teaching/learning environment. The study concludes that consideration can be given to non-cognitive aspects in creating professional teaching standards and/or criteria during teacher recruitment processes.
Keywords: Bad” teacher; “good” teacher, effective teaching; teacher education, professional (in)competencies, affective qualities
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