A Research on the Characteristics of the Inspiring Teacher

Abstract

In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, "An Exploratory Sequential Design" a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, the researcher respectively followed two steps. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as "teacher communication", "personal characteristics", "professional development" and "supporting students in different ways". Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.

Development of Early Childhood Game Model to Increase Movement Activities for Kindergarten and Preschool Student

“…Based on the implementation stage, it is found that the core competency to make an inspiring learning was the highest percentage, while the teacher found it difficult to make a learning to be a child cantered. It was stated that to be an inspiring teacher it is important to establish empathy toward students, so that they can have a positive impact [11], [12].…”

Investigating High School Students' Perceptions of ‘Inspiring Foreign Language Teacher’

“…While semi-structured interviews are not as rigid as fully structured interviews, they are also not as flexible as unstructured interviews; therefore, it is located between two extremes (Karasar, 1995). The semistructured form used in the interviews was prepared by reviewing the literature on the research topic (Lamb and Wedell, 2013;Robinson, 2018;Solpuk Turhan et al, 2019) and it was given its final form by benefiting from the opinions and suggestions of three faculty members, one of whom is an expert in English Language Teaching, one in German Language Teaching and one in the field of Educational Sciences. The questions asked to the participants in the study are as follows:…”

“…Dolloff's (1999) definition of the concept is as the life-changing aspect of teaching that has the most impact on individuals. Solpuk Turhan et al (2019) state that the concept of inspirational teacher is a broad notion and includes various definitions such as "a good and effective teacher; a teacher who performs the teaching profession adequately, qualified and successfully in different aspects; a supportive teacher; a modern teacher". McAleavy (2014) lists the qualities of an inspirational teacher as follows: "(1) Establishing genuine warmth and empathy towards all students in the classroom, (2) Respecting the student in both her/his behaviour and language use, (3) Praising learners for their efforts to realize their potential, (4) Seeking and honouring the student's choice and contribution ( 5) Making all students realize that their best effort is expected in the classroom."…”

“…McAleavy (2014) lists the qualities of an inspirational teacher as follows: "(1) Establishing genuine warmth and empathy towards all students in the classroom, (2) Respecting the student in both her/his behaviour and language use, (3) Praising learners for their efforts to realize their potential, (4) Seeking and honouring the student's choice and contribution ( 5) Making all students realize that their best effort is expected in the classroom." When studies on the subject of "inspirational teacher" in the literature were examined, researches have been found on the subjects of inspirational music teacher (Robinson, 2018), inspirational English teacher (Lamb and Wedell, 2013), inspirational English lecturer (Iftanti, 2015), inspirational teaching at the higher education level (Williams et al, 2016) and inspirational teacher in general (Solpuk Turhan et al, 2019;Sammons et al, 2014), but no study has been found that deals with the concept of inspiring foreign language teachers in depth from the perspective of high school students. For this reason, it was felt necessary to discuss the concept of "inspirational foreign language teacher" from the perspective of high school students and through interview method that allows it to be examined in detail.…”

Differentiated Instruction between Application and Constraints: Teachers’ Perspective

“…In their turn, Al-Rushoud and Nofal (2017) investigated the effect of a training program based on differentiated instruction on the achievement of third-grade students in science; the results showed differences in achievement, selfperception and parallel thinking in favor of the experimental group. Solpuk-Turhan et al (2019) carried out a study to investigate the characteristics of inspiring teachers. The results showed that the most important inspiring teachers are those who can be considered the most successful in the teaching profession, who care about the individual differences between their students and plan to educate them accordingly and evaluate their students fairly.…”