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<p>This study explores the teaching dispositions of pre-service EFL teachers and examines how these dispositions vary according to selected demographic factors. Employing an explanatory sequential mixed-method design, the research first collected quantitative data from 169 pre-service teachers studying in English language teaching departments at two state universities, and then conducted semi-structured interviews to gain deeper insight into their perceptions. The Teacher Disposition Index was used in the quantitative phase, and non-parametric analyses were performed to interpret the results. Findings revealed that participants generally hold strong perceptions of their professional competence, communication skills, and commitment to continuous professional development. Female participants scored significantly higher on the professionalism-related dimension, and fourth-year students demonstrated greater awareness of professional dispositions compared to first-year students. Qualitative results supported these findings, showing that participants associated teaching disposition with both pedagogical expectations and personal qualities such as empathy, fairness, and ethical awareness. Overall, the study highlights the significance of developing positive teaching dispositions within pre-service teacher education programs to enhance future teachers’ professional readiness and classroom effectiveness.</p>

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The making of a language teacher: dispositional tendencies and reflections of Turkish EFL pre-service teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月14日

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  • Gülten Genç,
  • Dinçay Köksal

摘要

This study explores the teaching dispositions of pre-service EFL teachers and examines how these dispositions vary according to selected demographic factors. Employing an explanatory sequential mixed-method design, the research first collected quantitative data from 169 pre-service teachers studying in English language teaching departments at two state universities, and then conducted semi-structured interviews to gain deeper insight into their perceptions. The Teacher Disposition Index was used in the quantitative phase, and non-parametric analyses were performed to interpret the results. Findings revealed that participants generally hold strong perceptions of their professional competence, communication skills, and commitment to continuous professional development. Female participants scored significantly higher on the professionalism-related dimension, and fourth-year students demonstrated greater awareness of professional dispositions compared to first-year students. Qualitative results supported these findings, showing that participants associated teaching disposition with both pedagogical expectations and personal qualities such as empathy, fairness, and ethical awareness. Overall, the study highlights the significance of developing positive teaching dispositions within pre-service teacher education programs to enhance future teachers’ professional readiness and classroom effectiveness.