Studies in Linguistics and Language Education
Volume 1, Numéro 2, Pages 137-152
2025-12-31
Defining The Good Teacher Through Microteaching And Practicum Experiences
Authors : Derinalp Pelin .
Abstract
This longitudinal qualitative case study examines how Turkish pre-service English teachers’ perceptions of a good teacher evolve after microteaching and practicum experiences. Using a thematic analysis framework based on affective, behavioural, and cognitive dimensions, the study interprets their perceptions. Data were collected from participants’ written reflections at the beginning and end of a semester-long microteaching process and analyzed through content analysis. Results show that pre-service teachers initially defined a good teacher through traditional roles like knowledge transfer and classroom management. By the end of the process, however, they emphasized contemporary teacher competencies such as student-centeredness, reflective thinking, cultural sensitivity, and flexibility. Significant increases were found in themes like adaptability (18.75% → 34%), reflective thinking (6.67% → 38.24%), and positive learning environment (1.85% → 26%). These findings highlight that structured, theory-practice-integrated experiences enhance pre-service teachers' pedagogical awareness and professional self-development.
Keywords
EFL, Good Teacher, Pedagogical Awareness, Pre-Service Teachers, Teacher Education
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