The ideal teacher. Theoretical and investigative approach

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

“…However, some used non-systematic selection of trait descriptions in their frequency analysis of ideal instructor descriptions (e.g., Coward, Davis, & Wichern, 1978;Das, El-Sabban, & Bener, 1996;Rusu, Şoitu, & Panaite, 2012;Yourglich, 1955) or created factor scores from these descriptions (e.g., Pozo-Mu-oz, Rebolloso-Pacheco, & Fern ‡ndez-Ram'rez, 2000). To our knowledge, only one study of absolute preferences used a Big Five taxonomy, finding that students preferred lecturers with high levels of conscientiousness and emotional stability (Chamorro-Premuzic, Furnham, Christopher, Garwood, & Neil Martin, 2008).…”

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

“…Throughout school life, a student meets a variety of teachers. Each student will have his/her "ideal" type of teacher and has preferences for ideal teacher qualifications (Rusu, Şoitu, & Panaite, 2012). In this study, it was aimed to identify cognitive constructs of prospective teachers about ideal teacher qualifications.…”

“…However, no study has been reached concerning determining cognitive constructs of prospective teachers for ideal teacher qualifications. Teachers are identified as 'ideal' for different reasons and students' perceptions towards ideal teacher qualifications play pivotal role in creating conceptual models of effective teaching (Rusu, Şoitu, & Panaite, 2012). In this case, it is important to determine cognitive constructs of the prospective teachers regarding ideal teacher qualifications.…”

“…In general, these qualifications require deep sense of understanding and effective teacher-student interaction. The importance of a healthy interpersonal teacher-student interaction, deep sense of understanding and humor are emphasized in many studies in the literature (Arnon & Richel, 2007;Blishen, 1969;Çetin, 2001;Doyran, 2000;Kubovi, 1992;Rogers, 2006;Rusu, Şoitu, & Panaite, 2012;Taşkafa, 1989;Telli, Brok, & Çakıroğlu, 2008;YÖK, 1998). Therefore, it can be concluded that students produce ideal teacher characteristics as forming a friendly and lively environment, establishing good relationships with students, having deep sense of understanding as well as professional and content knowledge.…”

“…In this case, the ideal qualities that teachers should have must be developed continuously along with the evolving and changing society. Instruction, July 2017 • Vol.10, No.3 As teachers work in a variety of ways with various kinds of requirements and standards for quality, they are defined as "ideal" for different reasons (Rusu, Şoitu, & Panaite, 2012). Educational philosophers proposed various images of the ideal teacher and these images revolved around teachers' basic values and qualifications such as artist in the use of knowledge (Plato), liberator (Freire), role model (Aristotle) etc.…”