Teacher characteristics have precedence among the significant features of supporting student-centered perspective and activating the educational process. In this respect, the aim of the study is to present what kind of a teacher role reflected by prospective teachers while redounding language skills in their activities that they did. The study designed with the case study of qualitative research methods is on the theoretical basis of Van Manen’s (1977; akt: Ballard, 2006) reflectivity roles that he asserts. According to this model, educationists are categorized these three titles starting with lowest level with respect to roles that they reflect: Technical, practical and critical levels. Participants of the study are 9 Turkish prospective teachers who are selected by convenience sampling. Participants are selected by considering volunteering among the students of Akdeniz University Department of Turkish Education 4th grade. At the beginning of the research process, it is demanded from the prospective teachers that considering certain acquisitions concerning telling techniques to design and present activities. Four weeks of the application process, as data collection techniques, semi-structured interviews, diaries which are created by participants and tellingthe effectiveness of process, and observation techniques are used. At the result of the study, it is observed that prospective teachers are more inclined to features of technical and practical levels of the model that Van Manen asserts; on the other hand they reflect critical level less by comparison to the other two levels.

Anahtar Kelimeler
Reflective role, teacher characteristics, Van Manen, language skills.