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Teacher Competencies

Yıl 2020, Cilt 16, Sayı Eğitim ve Toplum Özel sayısı, 6271 - 6292, 31.12.2020
https://doi.org/10.26466/opus.818162

Öz

General survey and description methods were used in the research. Teacher skills which have continuity in teacher education have been researched and classified by making literature review. Studies, designs and applications about teacher’s previous skills, today’s educations systems that undergo rapid change and transformation and skills that teacher must possess to adapt these changes were explored. Firstly, considering their results and success levels, current practices of teaching profession in different countries and educational systems were compared. I particularly investigated the instruments and approaches being used by countries and societies that follow up with and adapt to technological developments and how they benefit from them. In this study’s first parts, I discussed the processes that teacher competencies went through from past to present and similar teacher qualifications in different societies. I investigated the new requirements and phenomenon emerged from social developments and how they affected teaching profession. Subsequently, I referred to development and diversification of teacher skills. Finally, the changes in teaching profession and skills in the face of rapidly changing technological developments were examined. In the light of new research and literature review, I discussed the future skills that teachers should have. The teaching profession is a profession that needs to be possessed with many skills. Some of them can be listed as subject matter knowledge, general culture, pedagogical formation, openness to communication and positive communication, trustworthiness, preparing the environments that will provide the student's development, a well time management, providing motivation, counseling, following and functional use of technology, being tolerant and patient, acting democratic and creating a democratic classroom environment, flexibility and being a good listener and transferring information in accordance with the characteristics of the students.

Kaynakça

  • Akbaşli, S. (2010). The Views of Elemantary Supervisors on Teachers’ Competencies, Eurasian Journal of Educational Research, 10(39).
  • Akbaşlı, S And Diş, O. (2019). Öğretmen görüşleri doğrultusunda lider okul yöneticilerinin yeterlikleri. Uluslararası Liderlik Çalışmaları Dergisi; Kuram Ve Uygulama, 2(2), 86-102.
  • Argon, T. (2018). Tendencies in educational science in the 21st century’ Kıroğlu, K and Elma, C (Edit.) Introduction to Education, Ankara: Pegem Academy.
  • Başar, H. (2005). Classroom management. Ankara: Anı Publishing.
  • Bostanci , A. B. (2010). Teacher's leadership in creating the order of relationship in the classroom. Gülşen, C (Edit.) Classroom Management in Theory and Practice, Ankara: Anı Publishing.
  • Buldu, M. (2014). A System Level Proposal on Teacher Competency Assessment and Teacher Professional Development, National Education Journal, 44(204), 114-134.
  • Chateau, J. (1994). Ecole et education In: Foulquıe, P ‘Pedagogy Dictionary’ (Dictionnaire de la langue pedagogique), İstanbul: Social Publications.
  • Demirel, Ö. (2009). Teaching Principles and Methods. Art of Teaching, Ankara. Pegem Academy.
  • Eroğlu, E. (2008). Effective communication and dimensions in educational environments. Demiray, U. (Edit:) Effective Communication, Ankara: Pegem Academy.
  • Göksun, O. D. and Kurt, A. A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skills. Education and Science, 42(190), 107-130.
  • Özden, Y (2009). The Art Of Learning And Teaching, Ankara: Pegem Academy.
  • Kahyaoğlu, M. and Yangin, P. (2007). Secondary school prospective teachers’ opinions about their professional self- efficacy. Kastamonu Education Journal, 15(1).
  • Köksal, N. (2008). Assessment of generic competences of teaching profession by teacher, school director and consultants from the ministry of national education. Pamukkale University Education Faculty Journal, 23, 37.
  • Kaşkaya, A. (2012). Evaluation of the research in the scope of the proficiency of teachers in terms of subject, aim, method and results, Educational Sciences: Theory & Practice, 12(2), 789-805.
  • Nessipbayeva, O. (2012). The competencies of the modern teacher, part 2: pre-service and in-service teacher training. Bulgarian Comparative education society, paper presented at the annual meeting of the bulgarian comparative education society (10th, Kyustendil, Bulgaria, Jun 12-15, 2012). Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org adresinden erişilmiştir.
  • Platon. (1962). State. İstanbul: Remzi Bookstore.
  • Seferoğlu, P. S. (2004). Teacher competencies and professional development [in Turkish], Education in the light of Science and Mind, 58, 40-45.
  • Sönmez, V. (2008). Teacher handbook in curriculum development. Ankara: Anı publishing.
  • Şişman, M. (2009). Teacher competencies: A modern expression and rhetoric, İnönü University Education Faculty Journal, 10(3), 63–82.
  • Tezcan, M. (1999). Sociology of Education, Ankara.

Öğretmen Yeterlikleri

Yıl 2020, Cilt 16, Sayı Eğitim ve Toplum Özel sayısı, 6271 - 6292, 31.12.2020
https://doi.org/10.26466/opus.818162

Öz

General survey and description methods were used in the research. Teacher skills which have continuity in teacher education have been researched and classified by making literature review. Studies, designs and applications about teacher’s previous skills, today’s educations systems that undergo rapid change and transformation and skills that teacher must possess to adapt these changes were explored. Firstly, considering their results and success levels, current practices of teaching profession in different countries and educational systems were compared. I particularly investigated the instruments and approaches being used by countries and societies that follow up with and adapt to technological developments and how they benefit from them. In this study’s first parts, I discussed the processes that teacher competencies went through from past to present and similar teacher qualifications in different societies. I investigated the new requirements and phenomenon emerged from social developments and how they affected teaching profession. Subsequently, I referred to development and diversification of teacher skills. Finally, the changes in teaching profession and skills in the face of rapidly changing technological developments were examined. In the light of new research and literature review, I discussed the future skills that teachers should have. The teaching profession is a profession that needs to be possessed with many skills. Some of them can be listed as subject matter knowledge, general culture, pedagogical formation, openness to communication and positive communication, trustworthiness, preparing the environments that will provide the student's development, a well time management, providing motivation, counseling, following and functional use of technology, being tolerant and patient, acting democratic and creating a democratic classroom environment, flexibility and being a good listener and transferring information in accordance with the characteristics of the students.

Kaynakça

  • Akbaşli, S. (2010). The Views of Elemantary Supervisors on Teachers’ Competencies, Eurasian Journal of Educational Research, 10(39).
  • Akbaşlı, S And Diş, O. (2019). Öğretmen görüşleri doğrultusunda lider okul yöneticilerinin yeterlikleri. Uluslararası Liderlik Çalışmaları Dergisi; Kuram Ve Uygulama, 2(2), 86-102.
  • Argon, T. (2018). Tendencies in educational science in the 21st century’ Kıroğlu, K and Elma, C (Edit.) Introduction to Education, Ankara: Pegem Academy.
  • Başar, H. (2005). Classroom management. Ankara: Anı Publishing.
  • Bostanci , A. B. (2010). Teacher's leadership in creating the order of relationship in the classroom. Gülşen, C (Edit.) Classroom Management in Theory and Practice, Ankara: Anı Publishing.
  • Buldu, M. (2014). A System Level Proposal on Teacher Competency Assessment and Teacher Professional Development, National Education Journal, 44(204), 114-134.
  • Chateau, J. (1994). Ecole et education In: Foulquıe, P ‘Pedagogy Dictionary’ (Dictionnaire de la langue pedagogique), İstanbul: Social Publications.
  • Demirel, Ö. (2009). Teaching Principles and Methods. Art of Teaching, Ankara. Pegem Academy.
  • Eroğlu, E. (2008). Effective communication and dimensions in educational environments. Demiray, U. (Edit:) Effective Communication, Ankara: Pegem Academy.
  • Göksun, O. D. and Kurt, A. A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skills. Education and Science, 42(190), 107-130.
  • Özden, Y (2009). The Art Of Learning And Teaching, Ankara: Pegem Academy.
  • Kahyaoğlu, M. and Yangin, P. (2007). Secondary school prospective teachers’ opinions about their professional self- efficacy. Kastamonu Education Journal, 15(1).
  • Köksal, N. (2008). Assessment of generic competences of teaching profession by teacher, school director and consultants from the ministry of national education. Pamukkale University Education Faculty Journal, 23, 37.
  • Kaşkaya, A. (2012). Evaluation of the research in the scope of the proficiency of teachers in terms of subject, aim, method and results, Educational Sciences: Theory & Practice, 12(2), 789-805.
  • Nessipbayeva, O. (2012). The competencies of the modern teacher, part 2: pre-service and in-service teacher training. Bulgarian Comparative education society, paper presented at the annual meeting of the bulgarian comparative education society (10th, Kyustendil, Bulgaria, Jun 12-15, 2012). Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org adresinden erişilmiştir.
  • Platon. (1962). State. İstanbul: Remzi Bookstore.
  • Seferoğlu, P. S. (2004). Teacher competencies and professional development [in Turkish], Education in the light of Science and Mind, 58, 40-45.
  • Sönmez, V. (2008). Teacher handbook in curriculum development. Ankara: Anı publishing.
  • Şişman, M. (2009). Teacher competencies: A modern expression and rhetoric, İnönü University Education Faculty Journal, 10(3), 63–82.
  • Tezcan, M. (1999). Sociology of Education, Ankara.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Fırat BİREL> (Sorumlu Yazar)
DİCLE ÜNİVERSİTESİ
0000-0001-7463-9067
Türkiye

Yayımlanma Tarihi 31 Aralık 2020
Yayınlandığı Sayı Yıl 2020, Cilt 16, Sayı Eğitim ve Toplum Özel sayısı

Kaynak Göster

APA Birel, F. (2020). Teacher Competencies . OPUS International Journal of Society Researches , Eğitim ve Toplum Özel sayısı , 6271-6292 . DOI: 10.26466/opus.818162