Examination of General Competencies for Teaching Profession

Tosuntaş, Şule Betül

doi:10.31805/acjes.746234

Cited by 15 publications

(12 citation statements)

References 10 publications

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“…Türk Eğitim Derneği (2009) raporunda da benzer şekilde bilgi, tutum, değer ve inançların performans göstergelerinde iç içe girdiği ve ayrıştırılmadığı da ifade edilmiştir. Tosuntaş (2020) tarafından yapılan çalışmada da 2006 ve 2017 geliştirilen genel yeterlikler karşılaştırılmıştır. Çalışmanın sonucunda 2017 yılında yayınlanan güncel genel yeterliklerin eski yeterliklere göre daha az yeterlik ve yeterlik göstergesi (performans göstergesi) içerdiği; yeterlik ifadelerinin binişik olduğu; performans göstergelerinin somut, ölçülebilir ve gözlenebilir davranışları ifade etmediği tespit edilmiştir.…”

Section: üLkemizde Genel Ve öZel Alan Yeterlikleriunclassified

“…Ne var ki öğretmen yetiştirme programlarındaki dersler, varsayımlara uymayabilir ve yeterliklerin gelişimine hizmet edemeyebilir. Bununla birlikte alanyazında belirtildiği gibi öğretmen yeterlikleri, uygulamada kullanım için yeterince kullanışlı (soyut, biniş, içeriğin yetersizliği gibi) (olmayabilir Tosuntaş, 2020;Türk Eğitim Derneği, 2009;Yurdugül, Erdem ve Seferoğlu, 2010). Bu sebeple ders gözlemi içeren çalışmalar, ortaya konan varsayımların ne ölçüde gerçek olduğunu belirlemede önemli bir görev üstlenir.…”

Section: Araştırmanın öNemiunclassified

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Lisans programındaki matematik öğretimi derslerinin özel alan yeterliklerini kazandırması yönünden değerlendirilmesi

BAŞARAN

ALTUN²

2022

E-Kafkas Eğitim Araştırmaları Dergisi

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The study aimed to investigate the potential of undergraduate mathematics education courses [Computer-assisted Mathematics Instruction (CAMI) and Special Teaching Methods-I (STM-I)] for supporting special field competencies. The researchers assessed the special field competencies determined by the Ministry of National Education in 2008 and compared them with CAMI and STM-I's content in the official curriculum, which created by the Council of Higher Education and a public university in Turkey, and operational curriculum in the 2017-2018 academic year. The opinions of lecturers and teacher candidates and teaching process of the courses were considered in assessing the compatibility of the applications. This case study's data was analyzed through document analysis, descriptive analysis and frequency. The results revealed that the contents of official curriculum, prepared by the public university, included about half of the competencies and operational programs reflected approximately three-quarters of the competencies. All the competencies, addressed in the official curriculum, were included in the operational curriculum. All the competencies in developing mathematics skills and monitoring, evaluating, and improving mathematics teaching skills themes were explicitly emphasized in the operational curriculum. However, the competencies related to cooperation with school, family, and society were not addressed in mathematics education courses. The compatibility of the competencies differed by the data sources (course content and observation; lecturers' and teacher candidates' opinions). Besides, suggestions were made for competency and performance indicators in the competency field of planning and organizing mathematics instruction. Suggested competencies were (i) effective use of learning activities and in-class practices, and (ii) effective use of teaching methods and techniques.

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Section: üLkemizde Genel Ve öZel Alan Yeterlikleriunclassified

Section: Araştırmanın öNemiunclassified

Lisans programındaki matematik öğretimi derslerinin özel alan yeterliklerini kazandırması yönünden değerlendirilmesi

BAŞARAN

ALTUN²

2022

E-Kafkas Eğitim Araştırmaları Dergisi

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“…Ancak sosyal bilgiler öğretmen adaylarıyla yapılan araştırmalar az sayıdadır (Ünlü vd., 2017). Alanyazındaki araştırmalar yöntem bakımından incelendiğinde araştırmaların çoğunlukla nicel yaklaşımla tarama yöntemi (Capraro vd., 2010;Özer ve Gelen, 2008;Taşgın ve Sönmez, 2013;Yenen ve Kılınç, 2018) kullanılarak yapıldığı nitel yaklaşım kullanılarak yapılan araştırmaların (Tosuntaş, 2020;Tuğluk ve Kürtmen, 2018) fazla olmadığı görülmüştür. Alanyazındaki araştırmalar içerik olarak incelendiğinde, öğretmenlik mesleki becerilerine yönelik algıların (Bulut, 2014;Erişen ve Çeliköz, 2003;Karacaoğlu, 2008;Kahramanoğlu ve Ay, 2013;Taşar, 2012) öz yeterliliklerin (Karakuş, 2017;Koçyiğit vd., 2020;Ünlü vd., 2017) inançların, tutumların (İyison ve Onur-Sezer, 2017) görüşlerin (Özer ve Gelen 2008;Taşgın ve Sönmez, 2013) değerlendirdiği çalışmalara rastlanmıştır.…”

Section: Yılında öğRetmen Yetiştirme Genel Müdürlüğü Tarafından öğRetmenlik Mesleği Genelunclassified

Opinions of Social Studies Pre-service Teachers regarding Professional Competencies of Teaching

Kayran

Şahin

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study was to determine the opinions of social studies pre-service teachers regarding the professional competencies of teachers. The study was designed as a case study from qualitative research methods. Participants of the study consisted of 15 social studies pre-service teachers from a university located in the Western Black Sea. The data were collected using a semi-structured interview form with the interview technique. The data obtained in the study were analyzed by the descriptive analysis method. As a result of the study, pre-service teachers expect a teacher to have professional competencies such as having sufficient field knowledge, being equipped with professional skills, and having the attitudes and values required by the profession. It is important that the teacher plans and applies the teaching process and practices by considering individual differences, using different methods and techniques, using effective materials, and a process-oriented assessment and evaluation approach. Comprehensive teaching should be planned to have teachers with these competencies. Therefore, education faculties that train teachers and the Ministry of National Education (MEB) should work in cooperation. Programs to train qualified teachers should be prepared by considering the teacher competencies determined by the MEB. The process of acquiring teacher competencies is a broad and open field that cannot be limited to the undergraduate program. Therefore, the training of the teachers should be supported by in-service training and postgraduate programs.

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“…There are national, moral and universal values, approach to the student, communication and cooperation, personal and professional development in the sub-competencies of attitudes and values competence. When the usage areas of all these competencies are analyzed, there are pre-service teacher training, teaching practice, teacher candidate training process, teacher employment, self-evaluation, performance evaluation, career development and rewarding, continuous professional development and academic courses (Ministry of Education, 2017;Tosuntaş, 2020).…”

Section: Introductionmentioning

confidence: 99%

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

Akhan

2021

JCT

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The aim of this research is to reveal the thoughts on the history program of the teacher candidates who have recently graduated from the history teaching undergraduate program. In this research, a case study model from qualitative research methods was adopted. The study group of this research consisted of 49 teacher candidates, 18 female and 31 male. The teacher candidates were senior students to graduate at the end of the 2019-2020 academic year, and they were selected from education faculties at three state universities. Within the framework of this study, an easily attainable method was adopted in the selection of universities and faculties, and the criterion sampling, a purposeful sampling method, was used while choosing the study group. The data of the study were collected via e-mail correspondence with a questionnaire consisting of open-ended questions created by the researcher. The data obtained from the study group were analyzed using descriptive analysis. When the results of the study are evaluated in general, it could be stated that the history teacher candidates in the study group mostly have positive opinions about their undergraduate education. However, teacher candidates expressed that the course contents were very theoretical and added that the number of practical courses should be increased.

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Examination of General Competencies for Teaching Profession

Cited by 15 publications

References 10 publications

Lisans programındaki matematik öğretimi derslerinin özel alan yeterliklerini kazandırması yönünden değerlendirilmesi

Lisans programındaki matematik öğretimi derslerinin özel alan yeterliklerini kazandırması yönünden değerlendirilmesi

Opinions of Social Studies Pre-service Teachers regarding Professional Competencies of Teaching

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

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