Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

Abstract

The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study. The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study.