Unveiling the Art of Language Instruction: Insights and Recommendations from ELT Teacher Trainers
Saved in:
| Title: | Unveiling the Art of Language Instruction: Insights and Recommendations from ELT Teacher Trainers |
|---|---|
| Language: | English |
| Authors: | Nagehan Demirdag, Ali Karakas |
| Source: | rEFLections. 2025 32(3):1722-1746. |
| Availability: | King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Teachers, English (Second Language), Teacher Competencies, Teacher Education Programs, Teacher Educators, Teacher Attitudes, Program Effectiveness, 21st Century Skills, Foreign Countries, Figurative Language |
| Geographic Terms: | Turkey |
| ISSN: | 1513-5934 2651-1479 |
| Abstract: | Defining the qualities of an effective language teacher has long posed challenges. This study aimed to explore English language teacher trainers' perspectives on what makes a good language teacher and whether current training programs adequately cultivate those attributes. An online open-ended survey was administered to teacher trainers in ELT departments across Turkey to elicit their views. Results revealed predominant themes regarding desired knowledge, skills, and characteristics. Trainers emphasized methodological expertise, competence in teaching language skills, and motivational abilities as key traits. The metaphors they used also conceptualized effective teachers as guides, resources, and leaders. However, most participants expressed doubts that the latest teacher education curriculum sufficiently developed the abilities and 21st-century skills needed for today's classrooms. While incremental progress was noted, a prevailing sentiment held gaps persist between ideals and practice. The findings also offer insights to inform policies and curriculum design, highlighting areas of focus to better equip language teaching candidates. Exploring trainer viewpoints also gives voice to a critical stakeholder group whose experiences can shape the path ahead for teacher development in the Turkish context. However, the study is limited by its focus on a specific context (Turkey) and the perspectives of a particular group (teacher trainers). Future research could explore perspectives from other stakeholders, such as pre-service and in-service teachers, as well as across different cultural and educational contexts, to gain a more comprehensive understanding of effective language teacher qualities and teacher education programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498322 |
| Database: | ERIC |
| Abstract: | Defining the qualities of an effective language teacher has long posed challenges. This study aimed to explore English language teacher trainers' perspectives on what makes a good language teacher and whether current training programs adequately cultivate those attributes. An online open-ended survey was administered to teacher trainers in ELT departments across Turkey to elicit their views. Results revealed predominant themes regarding desired knowledge, skills, and characteristics. Trainers emphasized methodological expertise, competence in teaching language skills, and motivational abilities as key traits. The metaphors they used also conceptualized effective teachers as guides, resources, and leaders. However, most participants expressed doubts that the latest teacher education curriculum sufficiently developed the abilities and 21st-century skills needed for today's classrooms. While incremental progress was noted, a prevailing sentiment held gaps persist between ideals and practice. The findings also offer insights to inform policies and curriculum design, highlighting areas of focus to better equip language teaching candidates. Exploring trainer viewpoints also gives voice to a critical stakeholder group whose experiences can shape the path ahead for teacher development in the Turkish context. However, the study is limited by its focus on a specific context (Turkey) and the perspectives of a particular group (teacher trainers). Future research could explore perspectives from other stakeholders, such as pre-service and in-service teachers, as well as across different cultural and educational contexts, to gain a more comprehensive understanding of effective language teacher qualities and teacher education programs. |
|---|---|
| ISSN: | 1513-5934 2651-1479 |
