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

Abstract

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.

The Opinions of Pre-Service Elementary Mathematics Teachers on the Courses in the Undergraduate Programs Before 2018 and 2018 According to the Framework of General Competencies for Teaching Profession

“…Mevcut araştırmanın çerçevesini oluşturan öğretmenlik mesleği yeterlikleri konusunda da alanyazında birçok çalışma bulunmaktadır (Akın & Sözen-Özdoğan, 2021;Alpaydın vd., 2019;Atik-Kara & Sağlam, 2014;Ayan, 2011;Boz-Yaman & Ekinci, 2021;Çakmak & Civelek, 2013;Çavuşoğlu, 2014;Çelik vd., 2019;Çoklar, 2012;Esendemir vd., 2015;Eyüp, 2012;Gündoğdu vd., 2015;Kayak, 2019;Kayran & Tunç-Şahin, 2021;Koçyiğit vd., 2020;Kuşdemir-Kayıran & Özyurt, 2020;Öztürk, 2020;Sezer, 2020;Taşgın, 2010;Yalçın-İncik & Akay, 2015;Yıldırım, 2020). Yapılan bu araştırmalar amaçlarına ve katılımcılarına göre farklılıklar göstermektedir.…”

“…Genellikle öğretmen veya öğretmen adayları ile yürütülen bu çalışmaların büyük bir kısmının sınıf eğitimi alanında yapıldığı görülmektedir (Ayan, 2011;Çakmak & Civelek, 2013;Çelik vd., 2019;Kuşdemir-Kayıran & Özyurt, 2020;Öztürk, 2020;Taşgın, 2010). Bununla birlikte Türkçe (Eyüp, 2012), bilişim teknolojileri (Kayak, 2019), sosyal bilgiler (Kayran & Tunç-Şahin, 2021) ve matematik (Boz-Yaman & Ekinci, 2021;Çavuşoğlu, 2014;Esendemir vd., 2015;Sezer, 2020) gibi farklı disiplinlerde de yürütülen birçok araştırma bulunmaktadır. Matematik eğitiminde yapılan çalışmalardan birinde Çavuşoğlu (2014), 2007 ilköğretim matematik öğretmenliği lisans programının öğretmenlik mesleği genel yeterlikleri ile uyumlu olup olmadığını incelemiştir.…”