Attempts to explore teacher educators’ thoughts seem to be meaningful at educational sciences since the number of studies discussing effective teaching and effective teacher at teacher education in the eye of teacher educators are quite limited. Therefore, this study mainly aims to identify the viewpoints of teacher educators in order to discover how they contextualize the concept of effective teaching. For this aim, a case study design, increasingly used in education (Tellis, 1997), is utilized in the study. This method is suitable when the research addresses an explanatory question such as how or why? (Yin, 2004). A questionnaire including open-ended questions is given teacher educators (n=48) who are working at a state university in Turkey. The participants are asked how they conceptualize effective teaching and which characteristics of effective teachers they prioritize. The results mainly show that to know what teacher educators’ opinions on the key concepts of effective teaching might be helpful for teacher educators to revise some points in their teaching and raise their awareness on the issue.


Effective Teaching, Effective Teacher, Case Study, Teacher Educator, Teacher Education

Author Bio(s)

Melek Çakmak has been working in the Department of Educational Sciences, Faculty of Education at Gazi University. Her specific field is Curriculum Development and Instruction. Areas of specialization include teacher education, curriculum development and instruction, research in teaching and comparative teacher education, curriculum evaluation. She is currently researching into effective teacher characteristics; preservice teachers, teacher educators’ perceptions and beliefs on effective teaching and its components. She has publications and participated in conferences in those areas. Correspondence regarding this article can be addressed directly to: melek@gazi.edu.tr.

Ülker Akkutay is a Professor in the Department of Educational Sciences, at Gazi University, Ankara, Turkey. Her major research interests include, particularly, social and historical foundations of education; the history of teacher education. The author has many studies and publication on these areas. She has also involved in some projects about college youth’ research and research on instructors’ profile. Correspondence regarding this article can also be addressed to Professor Dr. Ülker Akkutay, Gazi Üniversitesi, Gazi Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Ankara, Turkey; E-mail: akkutay@gazi.edu.tr.

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