Examining the Opinions of Expert Teachers on the Application of Teaching Career Stage within the Framework of General Competencies of Teaching Profession
Abstract
Purpose: This research aims to examine the application of the teaching career ladder within the framework of General Competencies for the Teaching Profession; in terms of the quality of the trainings received before the exam, the characteristics measured by the exam and its contribution to professional development, in line with the opinions of expert teachers.
Design/Methodology/Approach: A total of 550 teachers who took the expert teacher exam in Konya Selçuklu district and received the title of expert teacher participated in the research, selected through cluster and criterion sampling for the quantitative phase and maximum diversity sampling for the qualitative phase. In the research designed according to the convergent parallel mixed design, quantitative data were collected with 3 scales developed by the researcher, and qualitative data were collected with a semi-structured interview form. Quantitative data were analyzed with Mann Whitney U, Kruskal Wallis, One-Way ANOVA and Spearman Correlation analyses using the SPSS 25 program; qualitative data were analyzed with NVivo 12 Plus.
Findings: While a significant difference was found between the gender variable and teacher opinions in the quantitative findings, no significant relationship was found between the branch variable and teacher opinions. There was no significant relationship between the exam score and seniority variables and teacher opinions. In the qualitative findings, themes related to the effects of education content, exams and titles were determined.
Highlights: It was concluded that the application of teaching career steps did not meet the expectations on professional competencies and that a more objective, performance-based evaluation system was needed.
Keywords
Teaching Career Steps, Expert Teaching Career Steps, Expert Teaching, General Competencies Of The Teaching Profession
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