Özet:

While research and innovation are strongly attracted in higher education policies, education and teaching responsibilities can rarely find their place in these policies. A good university teacher is a priority that needs to be addressed in the field of education, which is one of the university’s fundamental tasks. This study by the Karma research method aims to study the opinions of students and faculty members at a state university in Ankara in terms of the effective university teacher and characteristics. Data was collected through a survey of a total of 512 university students from five faculties located in the state university and through face-to-face conversations with 10 faculty members who received the Year's Educator Award. Students’ data findings obtained by discriminatory function analysis show that there are six key factors that distinguish effective and ineffective university teachers: a well-organized course, a comfortable learning environment, taking into account the student’s learning process, increasing interest in the area, effective communication, and finding the course valuable by students. For the transcripts of face-to-face interviews with the award-winning faculty members, the industrial content analysis has been done and five characteristics of the effective university teacher profile have been determined: teaching practices, student centralism, communication with students, the characteristics of the personality that supports effective teaching and the field knowledge of the faculty member. The study found that the characteristics of a good university teacher were gathered under four main titles: Quality teaching activity and learning experience, faculty-student relationship, personality characteristics that support effective teaching and field knowledge.

Özet:

When higher education policies are taken into consideration, research and innovation attract attention, while education and training responsibilities rarely find a place in these policies. Good university teacher is one of the topics that need to be prioritized with respect to universities’ teaching roles. This mixed-method research intends to examine university student’s and faculty members’ perceptions of university teachers in a Turkish higher education context. A total of 512 university students from a comprehensive public university in Ankara and ten faculty members from the same institution, who received Educator of the Year award, were included in this study for data collection. The stepwise discriminant analysis of the student survey data showed that six essential items distinguish effective vs. ineffective university teachers: well-organized course, comfortable learning atmosphere, concerned about student learning, course being valuable, the self-confidence of the instructor, and effective communication. The inductive content analysis of the faculty interviews provided five main themes: teaching practices, student-centeredness, and communication with students, supportive personality characteristics and subjectmatter knowledge. As a result, four main areas were identified on good university teacher characteristics: quality teaching and learning experience, faculty member-student communication, personality characteristics supporting effective teaching, subject matter knowledge

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