Prospective Teachers' Cognitive Constructs Concerning Ideal Teacher Qualifications: A Phenomenological Analysis Based on Repertory Grid Technique

Investigation of Primary Teacher Training Process in Turkey and Azerbaijan

“…İlk temaya ilişkin; her iki ülkeden katılımcılar benzer olarak sınıf öğretmenlerinin alan yeterliği, iletişim becerisi, kendini geliştirme, sınıf yönetimi ve mesleği sevme gibi mesleki niteliklere; sabırlı, güler yüzlü, sevecen, hoşgörülü ve saygılı gibi kişisel niteliklere sahip olması gerektiğini vurgulamışlardır. İlgili ulusal alanyazın incelendiğinde (Kıldan vd., 2013;Kozikoğlu, 2017;Mardanov, 2011aMardanov, , 2011bMardanov, , 2011cMEB, 2017a;Yetim ve Göktaş, 2004) her iki ülkeden katılımcıların benzer olarak üzerinde durduğu mesleki ve kişisel niteliklerin sınıf öğretmenlerinden beklenen niteliklerle örtüştüğü göze çarpmaktadır. Ancak 21. yüzyılın sınıf öğretmenlerinin sahip olması gereken nitelikler sadece katılımcıların vurguladığı niteliklerle sınırlı değildir; çünkü öğretmenlerin sınıf içi ve dışındaki rolleri değişmektedir.…”

Students’ perceptions of teaching behaviour in Turkish secondary education: a Mokken Scaling of My Teacher Questionnaire

“…In Turkey, the majority of studies of teaching behaviours focus on effective, good or ideal teaching from students' perspectives (Telli et al 2008) and teacher candidates and teachers (Bozkuş and Taştan 2016;Çakmak 2009;Karakelle 2005;Kozikoglu 2017). A recent study focused on effective teaching criteria in subject teaching, such as mathematics (Yıldırım and Yıldırım 2019).…”

Eliciting the True Self: The Effects of Doctoral Education on Students’ Implicit Leadership Theories and Authentic Leader Identity Development

“…More recently, PCT has been used to explore dimensions of cognitive complexity (for a review, see Kovarova & Filip, 2015). The literature applying PCT to the study of education (Gilbert, 1990; Hewitt, 2005; Middleton, 1995; Reitano & Green, 2013), including higher education (Latta & Swigger, 1992; Kozikoglu, 2017; Kreber, Castleden, Erfani, Lim, & Wright, 2003; Weingarten, 2007), is extensive, but few studies have been conducted at the doctoral level (Ilin, 2016). Similarly, PCT has been applied to the study of business (Armour, 2016; Birt & Vigar, 2002; Brook & Brook, 1989; Catania & Randall, 2015; Pattakos & Dundon, 2017) and organizational culture (Coopman, Hart, Allen, & Haas, 1997; Langan-Fox & Tan, 1997), but appropriation of the theory for the study of leadership has been limited.…”

“…Applications of PCT in education date back to the theory’s conception. A review of recent studies found that the repertory grid has been used to promote active learner engagement (Pope, 1982), to foster intrinsic motivation for learning mathematics (Middleton, 1995), to probe perceived attributes of the “ideal teacher” (Kozikoglu, 2017), and elucidate principals’ conceptions of the “ideal principal” (Bektas, 2014). Among undergraduates, PCT has been used to explore similarities among students’ and professors’ conceptual knowledge of science (Kreber et al, 2003), to promote mastery of research methodologies (Hamid, Stapa, Mustafa, & Hashim, 2012; Zuber-Skerrittt, 1987), and to construe the creativity of college professors (de Sousa, 2007).…”