The Ideal classroom teacher phenomenon from the perspective of primary school students, classroom teachers, and candidates classroom teachers

DERİNGÖL Y., Değirmenci T.

Journal of Education for Teaching, cilt.51, sa.4, ss.715-740, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 51 Sayı: 4
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/02607476.2025.2536122
  • Dergi Adı: Journal of Education for Teaching
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, PAIS International
  • Sayfa Sayıları: ss.715-740
  • Anahtar Kelimeler: Classroom teacher, phenomenology, primary school students, professional knowledge, student classroom teacher
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

One of the most critical phases in a learner’s education is primary school, with the classroom teacher being a fundamental factor in shaping this period. The qualities of an ideal teacher have been extensively examined in the literature. This study explores the concept of the ‘ideal classroom teacher’ through the lens of Erikson’s Psychosocial Development Theory. A review of the literature indicates that while numerous studies have addressed the ‘ideal classroom teacher’ phenomenon, no phenomenological study has examined it holistically across different research groups. Consequently, this study aims to investigate the perspectives of student classroom teachers, primary school pupils, and classroom teachers regarding the ‘ideal classroom teacher’ phenomenon. Adopting a phenomenological approach, a qualitative research design, three distinct interview forms were developed and administered to three separate study groups. The findings suggest that across all groups, the ‘ideal classroom teacher’ is characterised as an individual who fosters positive emotions in pupils, possesses both subject knowledge and pedagogical competence, and remains committed to continuous professional development.