Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 2, 308 - 331, 26.03.2022

Öz

Kaynakça

  • Alqiawi, D. A., & Ezzeldin, S. M. (2015). A suggested model for developing and assessing competence of prospective teachers in faculties of education. World Journal of Education, 5(6), 65-73. http://dx.doi.org/10.5430/wje.v5n6p65
  • Australian Institute for Teaching and School Leadership, (2011). Accreditation of initial teacher education programs in Australia: Standards and procedures. Education Services Australia. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/accreditation-of-initial-teacher-education-programs-in-australia.pdf?sfvrsn=e87cff3c_28
  • Blömeke, S., & Kaiser, G. (2017). Understanding the development of teachers’ professional competencies as personally, situationally and socially determined. In Clandinin J. & Husu, J. (Eds.), The SAGE handbook of research on teacher education, (pp. 783-802). SAGE publications.
  • Bouley, F., Wuttke, E., Schnick-Vollmer, K., Schmitz, B., Berger, S., Fritsch, S., & Seifried, J. (2015). Professional competence of prospective teachers in business and economics education: Evaluation of a competence model using structural equation modeling. Peabody Journal of Education, 90(4), 491-502. https://doi.org/10.1080/0161956X.2015.1068076
  • Braun, E., Woodley, A., Richardson, J. T., & Leidner, B. (2012). Self-rated competences questionnaires from a design perspective. Educational Research Review, 7(1), 1-18. https://doi:10.1016/j.edurev.2011.11.005
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2014). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi.
  • Caena, F. (2013). Supporting teacher competence development for better learning outcomes. Education & Training, European Commission, 5-59. Retrieved from https://ec.europa.eu/assets/eac/education/policy/school/doc/teachercomp_en.pdf
  • Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education, 43(3). http://dx.doi.org/10.14221/ajte.2018v43n3.6
  • Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123. http://dx.doi.org/10.1016/j.tate.2015.05.006n
  • Coenen, J. B., Heijke, J. A. M., & Meng, C. M. (2014). Narrow versus broad vocational education: Labour market position and curriculum characteristics of specialised versus less specialised vocational education programmes in the Netherlands (No. 004). Maastricht University, Research Centre for Education and the Labour Market (ROA). https://doi.org/10.26481/umarot.2014004
  • Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium. InTASC model core teaching standards and learning progressions for teachers 1.0: A Resource for ongoing teacher development. Washington DC. Retrieved from https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
  • Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.
  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Sage.
  • Çiftçi, E., & Karaman, A. (2019). Short-term international experiences in language teacher education: A qualitative meta-synthesis. Australian Journal of Teacher Education, 44(1), 93-119. http://dx.doi.org/10.14221/ajte.2018v44n1.6
  • Danielson, C. (1996). Enhancing professional development: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Gian, P. M., & Bao, D. O. (2021). The competences of teaching staff and principals in the context of educational innovation and school development. International Education Studies, 14(1), 65-75. https://doi.org/10.5539/ies.v14n1p65
  • Hatlevik, I. K. R. (2017). The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers. Teachers and Teaching, 23(7), 810-828. https://doi.org/10.1080/13540602.2017.1322056
  • Jobs for the Future, & the Council of Chief State School Officers. (2015). Educator Competencies for personalized, learner-centered teaching. Boston, MA: Jobs for the Future. Retrieved from https://files.eric.ed.gov/fulltext/ED560785.pdf
  • Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27(3), 505-536. https://doi.org/10.1007/s10648-014-9288-9
  • Koenen, A. K., Dochy, F., & Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 50, 1-12. https://doi.org/10.1016/j.tate.2015.04.001
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
  • Milli Eğitim Bakanlığı. (2006). Temel eğitime destek projesi “öğretmen eğitimi bileşeni” öğretmenlik mesleği genel yeterlikleri. Tebliğler Dergisi, 2590, 1491-1540. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf
  • Mulder, M., Weigel, T., & Collins, K. (2007). The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education & Training, 59(1), 67-88. http://dx.doi.org/10.1080/13636820601145630
  • Mulder, M., Gulikers, J., Biemans, H., & Wesselink, R. (2009). The new competence concept in higher education: Error or enrichment? Journal of European Industrial Training, 33 (8/9), 755-770. https://doi.org/10.1108/03090590910993616
  • Oyerinde, O. D., Onajite, O. G., & Aina, A. M. (2020). Competency needs of business educators in Osun state secondary schools, Nigeria. International Education Studies, 13(2), 80-87. https://doi.org/10.5539/ies.v13n2p80
  • Özcan, M. (2013). Okulda üniversite: Türkiye’de öğretmen eğitimini yeniden yapılandırmak için bir model önerisi. Retrieved from https://www.tusiad.org/tr/yayinlar/raporlar/item/7344
  • Öztürk, C., & Kafadar, T. (2021). The first attempt to establish an accreditation system in Turkish teacher training history. International Journal of Psychology and Educational Studies, 8(1), 99-109. http://dx.doi.org/10.17220/ijpes.2021.8.1.216
  • Paine, L. (2013). Exploring the interaction of global and local in teacher education: Circulating notions of what preparing a good teacher entails. In X, Zhu and K. Zeichner (Eds.), Preparing teachers for the 21st century (p. 119-140). Springer.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage.
  • Pulham, B. E., Graham. R. C., & Short, R. C. (2018). Generic vs. modality-specific competencies for K-12 online and blended teaching. Journal of Online Research, 4(1) 33-52. Retrieved from https://www.learntechlib.org/p/182168/
  • Scheerens, J., & Blömeke, S. (2016). Integrating teacher education effectiveness research into educational effectiveness models. Educational Research Review, 18, 70-87. http://dx.doi.org/10.1016/j.edurev.2016.03.002
  • Schleicher, A. (2016), Teaching excellence through professional learning and policy reform: Lessons from around the world. International summit on the teaching profession. Paris: OECD Publishing https://doi.org/10.1787/9789264252059-en
  • Siegfried, C., & Wuttke, E. (2016). How can prospective teachers improve their economic competence? Zeitschrift für ökonomische Bildung, 4, 65-86. Retrieved from http://www.zfoeb.de/2016_4/2016_4_siegfried_wuttke_economic_competence.pdf
  • Strijbos, J., Engels, N., & Struyven, K. (2015). Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review, 14, 18-32. http://dx.doi.org/10.1016/j.edurev.2015.01.001
  • Sultana, R. G. (2009). Competence and competence frameworks in career guidance: Complex and contested concepts. International Journal for Educational and Vocational Guidance, 9(1), 15-30. https://doi.org/10.1007/s10775-008-9148-6
  • Taş, İ. D., & Bıkmaz, F. (2020). Bir öğretmenn değerlendirme modeli önerisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 575-593.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
  • TEDMEM. (2018). 2017 Eğitim değerlendirme raporu (TEDMEM Değerlendirme Dizisi 4). Ankara: Türk Eğitim. Retrieved from https://tedmem.org/yayin/2017-egitim-degerlendirme-raporu
  • Turkish Ministry of Education. (2017a). General Competencies for Teacher Education. Ankara: Directorate General for Teacher Training and Development. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
  • Turkish Ministry of Education. (2017b). Teacher strategy paper 2017-2023. Ankara: Directorate General for Teacher Training and Development. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_05/25170118_Teacher_Strategy_Paper_2017-2023.pdf
  • Winterton, J. (2009). Competence across Europe: Highest common factor or lowest common denominator? Journal of European Industrial Training, 33(8/9), 681-700. https://doi.org/10.1108/03090590910993571
  • Yıldırım, A., & Şimşek, H. (2014). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Young, J., & Chapman, E. (2010). Generic competency frameworks: A brief historical overview. Education Research and Perspectives, 37(1), 1-24. Retrieved from https://www.learntechlib.org/p/109114/

Determining Generic Teacher Competencies: A Measurable and Observable Teacher Competency Framework

Yıl 2022, Cilt: 9 Sayı: 2, 308 - 331, 26.03.2022

Öz

Well-defined teacher competencies can serve as a reference resource for teacher candidates and a road map for teachers who need to equip themselves with new competencies to meet the rapidly changing demands of children and society. This study, which grounded on mixed methods research, aimed to develop a measurable and observable generic teacher competency framework. The study was conducted in three phases. The initial phase was comprised of the literature review on teacher competencies, interviews with teacher candidates, teacher trainers, and education experts on the current teacher competency framework developed by the Turkish Ministry of Education in 2017. The analyses revealed the need for a new framework since the current competency framework does not allow self-evaluation and cannot be used as a road map for teachers and teacher candidates due to the way it is structured. Based on the initial findings, the researchers prepared a draft competency framework, which was evaluated by 397 teachers through information forms and 52 teacher trainers representing all disciplines of educational sciences at a workshop organized by the researchers. The analyses resulted in a framework consisting of six competency domains, 31 sub-competencies and their performance indicators at four competency levels. The core competencies developed seem to be congruent with international frameworks; however, it is also a unique framework with its content, structure and approach. The generic teacher competency framework developed as a result of this study can be utilized for professional development of teachers and teacher candidates as a reference guide and be utilized for evaluation purposes with its measurable and observable performance indicators specified under sub-competencies. It can also be used for the assessment and accreditation of teacher education programmes.

Kaynakça

  • Alqiawi, D. A., & Ezzeldin, S. M. (2015). A suggested model for developing and assessing competence of prospective teachers in faculties of education. World Journal of Education, 5(6), 65-73. http://dx.doi.org/10.5430/wje.v5n6p65
  • Australian Institute for Teaching and School Leadership, (2011). Accreditation of initial teacher education programs in Australia: Standards and procedures. Education Services Australia. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/accreditation-of-initial-teacher-education-programs-in-australia.pdf?sfvrsn=e87cff3c_28
  • Blömeke, S., & Kaiser, G. (2017). Understanding the development of teachers’ professional competencies as personally, situationally and socially determined. In Clandinin J. & Husu, J. (Eds.), The SAGE handbook of research on teacher education, (pp. 783-802). SAGE publications.
  • Bouley, F., Wuttke, E., Schnick-Vollmer, K., Schmitz, B., Berger, S., Fritsch, S., & Seifried, J. (2015). Professional competence of prospective teachers in business and economics education: Evaluation of a competence model using structural equation modeling. Peabody Journal of Education, 90(4), 491-502. https://doi.org/10.1080/0161956X.2015.1068076
  • Braun, E., Woodley, A., Richardson, J. T., & Leidner, B. (2012). Self-rated competences questionnaires from a design perspective. Educational Research Review, 7(1), 1-18. https://doi:10.1016/j.edurev.2011.11.005
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2014). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi.
  • Caena, F. (2013). Supporting teacher competence development for better learning outcomes. Education & Training, European Commission, 5-59. Retrieved from https://ec.europa.eu/assets/eac/education/policy/school/doc/teachercomp_en.pdf
  • Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education, 43(3). http://dx.doi.org/10.14221/ajte.2018v43n3.6
  • Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123. http://dx.doi.org/10.1016/j.tate.2015.05.006n
  • Coenen, J. B., Heijke, J. A. M., & Meng, C. M. (2014). Narrow versus broad vocational education: Labour market position and curriculum characteristics of specialised versus less specialised vocational education programmes in the Netherlands (No. 004). Maastricht University, Research Centre for Education and the Labour Market (ROA). https://doi.org/10.26481/umarot.2014004
  • Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium. InTASC model core teaching standards and learning progressions for teachers 1.0: A Resource for ongoing teacher development. Washington DC. Retrieved from https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
  • Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.
  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Sage.
  • Çiftçi, E., & Karaman, A. (2019). Short-term international experiences in language teacher education: A qualitative meta-synthesis. Australian Journal of Teacher Education, 44(1), 93-119. http://dx.doi.org/10.14221/ajte.2018v44n1.6
  • Danielson, C. (1996). Enhancing professional development: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Gian, P. M., & Bao, D. O. (2021). The competences of teaching staff and principals in the context of educational innovation and school development. International Education Studies, 14(1), 65-75. https://doi.org/10.5539/ies.v14n1p65
  • Hatlevik, I. K. R. (2017). The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers. Teachers and Teaching, 23(7), 810-828. https://doi.org/10.1080/13540602.2017.1322056
  • Jobs for the Future, & the Council of Chief State School Officers. (2015). Educator Competencies for personalized, learner-centered teaching. Boston, MA: Jobs for the Future. Retrieved from https://files.eric.ed.gov/fulltext/ED560785.pdf
  • Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27(3), 505-536. https://doi.org/10.1007/s10648-014-9288-9
  • Koenen, A. K., Dochy, F., & Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 50, 1-12. https://doi.org/10.1016/j.tate.2015.04.001
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
  • Milli Eğitim Bakanlığı. (2006). Temel eğitime destek projesi “öğretmen eğitimi bileşeni” öğretmenlik mesleği genel yeterlikleri. Tebliğler Dergisi, 2590, 1491-1540. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf
  • Mulder, M., Weigel, T., & Collins, K. (2007). The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education & Training, 59(1), 67-88. http://dx.doi.org/10.1080/13636820601145630
  • Mulder, M., Gulikers, J., Biemans, H., & Wesselink, R. (2009). The new competence concept in higher education: Error or enrichment? Journal of European Industrial Training, 33 (8/9), 755-770. https://doi.org/10.1108/03090590910993616
  • Oyerinde, O. D., Onajite, O. G., & Aina, A. M. (2020). Competency needs of business educators in Osun state secondary schools, Nigeria. International Education Studies, 13(2), 80-87. https://doi.org/10.5539/ies.v13n2p80
  • Özcan, M. (2013). Okulda üniversite: Türkiye’de öğretmen eğitimini yeniden yapılandırmak için bir model önerisi. Retrieved from https://www.tusiad.org/tr/yayinlar/raporlar/item/7344
  • Öztürk, C., & Kafadar, T. (2021). The first attempt to establish an accreditation system in Turkish teacher training history. International Journal of Psychology and Educational Studies, 8(1), 99-109. http://dx.doi.org/10.17220/ijpes.2021.8.1.216
  • Paine, L. (2013). Exploring the interaction of global and local in teacher education: Circulating notions of what preparing a good teacher entails. In X, Zhu and K. Zeichner (Eds.), Preparing teachers for the 21st century (p. 119-140). Springer.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage.
  • Pulham, B. E., Graham. R. C., & Short, R. C. (2018). Generic vs. modality-specific competencies for K-12 online and blended teaching. Journal of Online Research, 4(1) 33-52. Retrieved from https://www.learntechlib.org/p/182168/
  • Scheerens, J., & Blömeke, S. (2016). Integrating teacher education effectiveness research into educational effectiveness models. Educational Research Review, 18, 70-87. http://dx.doi.org/10.1016/j.edurev.2016.03.002
  • Schleicher, A. (2016), Teaching excellence through professional learning and policy reform: Lessons from around the world. International summit on the teaching profession. Paris: OECD Publishing https://doi.org/10.1787/9789264252059-en
  • Siegfried, C., & Wuttke, E. (2016). How can prospective teachers improve their economic competence? Zeitschrift für ökonomische Bildung, 4, 65-86. Retrieved from http://www.zfoeb.de/2016_4/2016_4_siegfried_wuttke_economic_competence.pdf
  • Strijbos, J., Engels, N., & Struyven, K. (2015). Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review, 14, 18-32. http://dx.doi.org/10.1016/j.edurev.2015.01.001
  • Sultana, R. G. (2009). Competence and competence frameworks in career guidance: Complex and contested concepts. International Journal for Educational and Vocational Guidance, 9(1), 15-30. https://doi.org/10.1007/s10775-008-9148-6
  • Taş, İ. D., & Bıkmaz, F. (2020). Bir öğretmenn değerlendirme modeli önerisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 575-593.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
  • TEDMEM. (2018). 2017 Eğitim değerlendirme raporu (TEDMEM Değerlendirme Dizisi 4). Ankara: Türk Eğitim. Retrieved from https://tedmem.org/yayin/2017-egitim-degerlendirme-raporu
  • Turkish Ministry of Education. (2017a). General Competencies for Teacher Education. Ankara: Directorate General for Teacher Training and Development. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
  • Turkish Ministry of Education. (2017b). Teacher strategy paper 2017-2023. Ankara: Directorate General for Teacher Training and Development. Retrieved from http://oygm.meb.gov.tr/meb_iys_dosyalar/2018_05/25170118_Teacher_Strategy_Paper_2017-2023.pdf
  • Winterton, J. (2009). Competence across Europe: Highest common factor or lowest common denominator? Journal of European Industrial Training, 33(8/9), 681-700. https://doi.org/10.1108/03090590910993571
  • Yıldırım, A., & Şimşek, H. (2014). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Young, J., & Chapman, E. (2010). Generic competency frameworks: A brief historical overview. Education Research and Perspectives, 37(1), 1-24. Retrieved from https://www.learntechlib.org/p/109114/
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Bülent Alan 0000-0001-5057-0915

Meral Güven 0000-0002-4139-729X

Yayımlanma Tarihi 26 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 2

Kaynak Göster

APA Alan, B., & Güven, M. (2022). Determining Generic Teacher Competencies: A Measurable and Observable Teacher Competency Framework. International Journal of Psychology and Educational Studies, 9(2), 308-331.