AI Summary & Key Takeaways
AI InsightFurthermore, the association between the teaching style preferences that prospective EFL teachers desire to teach and their real teaching style(s) they exhibit and declare professionally should be regarded by policy makers in the employment process of teachers.
📌 3 Key Takeaways
Özet
Öz The expanding belief based on many researches and evidences across the world is that the teachers’ quality goes beyond the requirements of what the educational system provide for the whole stakeholders. In this sense, the promising quantity of prospective English as a Foreign Language (EFL) deserves to maintain up to date and comprehensive knowledge of pedagogy which would furnish them with high standard teaching skills and competences. Therefore, this study focuses on delving into the teaching styles of 34 prospective EFL teachers, which will present the pedagogical knowledge of their teaching styles and how they will perform them when they are in action. For this purpose, Grasha's teaching style inventory consisting of 40 items in a 5-point likert-type format was used to collect data. The descriptive statistics in addition to the parametric calculations promoting information related to the prospective EFL teachers in specific and general to attain the personal teaching style preferences of them and a prevailing sight about the disposition of the target prospective EFL teachers of Amasya University are taken into account in the data analysis process. The analysis process announces that the courses aimed to provide the prospective EFL teachers with professionalism should be elaborated and handled meticulously during their faculty education. Furthermore, the association between the teaching style preferences that prospective EFL teachers desire to teach and their real teaching style(s) they exhibit and declare professionally should be regarded by policy makers in the employment process of teachers.