Some Dilemmas Regarding Teacher Training: On the Teacher’s (Not) Being a Role Model

In the research, the primary and secondary school teachers’ styles of teaching, beliefs and applications related to the teaching approach have been analyzed in terms of teaching applications. In the research, in which descriptive and qualitative analyses have been carried out, mixed method has been used. The research has been performed with totally 200 teachers consisting of 106 women, 94 men who are in charge in primary and secondary schools. In the research Anthony F. Grasha Sherly Wetter Reichmann Learning Style scale and the constructivist learning environment scale developed by Tenenbaum, Naidu, Jegede and Austin have been used. Besides the diaries (80 diaries) written within the context of teaching applications by the 24 senior students in Faculty of Education have been analysed. Along with that the teachers have high levels of modelling, encouraging individualism, personal, advisor and counsellor teaching styles, it is seen that they have the teaching styles of information conveyor on a level higher than intermediate, and authoritative teaching style to a great extent. In the teacher candidates’ pre-service education, the differences between the existence of the role models “inappropriate” for the system or the approach and the beliefs and applications may cause the teacher candidates to suffer from some errors with regard to the role models in the education process.