The teaching profession: knowledge of subject matter, teaching skills and personality traits

Hotaman, Davut

doi:10.1016/j.sbspro.2010.03.211

Cited by 36 publications

(44 citation statements)

References 1 publication

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“…Productive use of lecture time is one of the most important signs that shows the teachers' professional sufficiency and responsibility (Hotaman, 2010). Assude (2005), in his research, indicates that for everybody the time span used is the same, but some people manage it better than the others.…”

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

“…Assude (2005), in his research, indicates that for everybody the time span used is the same, but some people manage it better than the others. Preparing well, being punctual, ensuring attention and motivation, moving onto class quickly, avoiding interruptions, evading questions unrelated to the subject, securing bell timing without deviating from subject and leaving the class on time would affect time management positively (Hotaman, 2010). In this aspect, time management is one of the most strategic elements of classroom management (Aydın, 2000. s.95).…”

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

“…In everyplace where students are present, there will be unwanted or negative student behaviour. The teacher needs to decide to interfere, determine the timing, and decide whether interference would be verbal (Hotaman, 2010). Encouraging in-class participation, providing participation and self-expression opportunities for every student, relying on human rights, tolerating differences, and preferring democratic way of life would contribute to a positive class atmosphere, in other words, a democratic class climate.…”

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

“…Encouraging in-class participation, providing participation and self-expression opportunities for every student, relying on human rights, tolerating differences, and preferring democratic way of life would contribute to a positive class atmosphere, in other words, a democratic class climate. Such climate would increase the number of positive students while decreasing the number of negative ones (Hotaman, 2010;Başar, 1999: Aydın, 2000. Transactions that would not interfere with the class such as, making an eye contact, raising voice, awarding positive behaviour, and approaching should be used.…”

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

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The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

Hotaman¹

2017

IOJES

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All education systems need qualified teachers who have high knowledge and skills to gain them operability and character traits that are compatible with the profession. The aim of "Teaching and School Practicum" in Turkey is to employ this opportunity. While the professional compatibility of the teacher candidate students are being constituted with the Teaching and School Practicum classes, their professional development is endeavoured to be ensured. In this study, what classroom management skills and teaching strategies are, the attitudes of practicum teachers towards teacher candidates, and the contribution of school practicum to the development of teacher candidates in terms of teacher qualifications are elaborately discussed. Mixed methods have been used in the study. Although the main research question has been investigated in a quantitative fashion, phenomenology from qualitative paradigm has been used for other sub research questions. For this purpose, convenience sampling, which is a type of purposive sampling, has been used and 41 teacher candidate students, who attend to Teaching and School Practicum internship in two different high schools in European part of İstanbul, have been determined as the participants. In data collection process, first literature reviewed and expert opinion was taken to determine the classroom management skills and teaching strategies for teachers, then data related to the third and fourth sub questions has been gathered via open ended questions. When the findings were analysed, it was understood that the classroom management skills, the used teaching strategies of teacher candidate students and the practicum teachers resembled each other, but the practicum teachers have a lack of knowledge in both classroom management skills and teaching strategies. The attitudes of school administration and practicum teachers towards candidate students have been found as positive. Therefore the opinion that Teaching and School Practicum courses have contributed to their professional development has been supported.

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Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

Section: Communication Skill Of the Teacher (Verbal-nonverbal)mentioning

confidence: 99%

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The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

Hotaman¹

2017

IOJES

Self Cite

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“…Although the personality traits considered as essential for being a good teacher are diverse, previous studies generally agreed that a good teacher should be witty (Ghasemi & Hashemi, 2011;Ramazani, 2014), fl exible (Heydari, Abdi, & Rostami, 2013;Hotaman, 2010), and honest (Ahn, 2007;Sockett, 2006). Responsibility (Carr, 2007;Stronge, 2007), self-understanding (Sockett, 2006;Ulug, Ozden & Eryilmaz, 2011), emotional stability (Heydari et al, 2013;Sockett, 2006), kindness (Ahn, 2007;Bhargava & Pathy, 2011), and confi dence (Bhargava & Pathy, 2011;Khodabakhshzadh & Shirvan, 2011) also have been identifi ed as required characteristics of a good teacher.…”

Section: Introductionmentioning

confidence: 99%

Investigation into the desirable character of korean teachers using the delphi technique

Kim¹,

Seo²

2016

tner

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Th e study explored the desirable character attributes of teachers and provided specifi c behavioral guidelines for being a good teacher in Korea. Th e Delphi method was used. Ten virtues and 88 behavioral guidelines were created from three rounds of surveys involving 22 Korean panelists. Results indicated that most of the virtues identifi ed in this study were consistent with the results of Western studies. However, a sense of humor regarded as a desirable characteristic of teachers in previous studies did not emerge as a virtue from Korean panelists. Morality rarely mentioned in Western research was included in this study. Th e characteristics required of a Korean teacher seem to be based on Confucianism.

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The Analysis of the Levels of Turkish Candidate Teachers’ Having the Values in the European Values Education Program

Hotaman¹

2014

Procedia - Social and Behavioral Sciences

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The teaching profession: knowledge of subject matter, teaching skills and personality traits

Cited by 36 publications

References 1 publication

The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

Investigation into the desirable character of korean teachers using the delphi technique

The Analysis of the Levels of Turkish Candidate Teachers’ Having the Values in the European Values Education Program

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