Academy Journal of Educational Sciences

Yazarlar: Şule Betül TOSUNTAŞ

Konular:Eğitim, Eğitim Araştırmaları

DOI:10.31805/acjes.746234

Anahtar Kelimeler:Teacher competencies,Competency,Professional competency,Performance

Özet: Teacher competencies are expressed as the knowledge, skills, and attitudes that teachers should have in order to fulfill their profession effectively and efficiently. Achieving the desired goals in education is considered to be related to the competencies and qualifications of teachers, and it is emphasized that innovations can only be carried out through teachers. Examining teacher competencies will contribute to ensure that competencies are used in many areas. Accordingly, the aim of the study is to examine the General Competencies for Teaching Profession, which has been updated after a long time. The study was carried out by adopting a qualitative research model. The data collection was carried out through document analysis. Documents obtained within the scope of the study were analyzed using descriptive analysis technique. It was concluded that competency areas, sub-competencies, and competency indicators were simplified. Competency indicators are not structured to be tangible, observable, and measurable. Rational and optimum competencies can play a role to reveal the professional development needs of teachers. Similarly, preparing the performance/competency indicators in a way to ensure the development of teachers and using these indicators realistically in the evaluation will benefit the increase of teacher quality. It can be proposed to be structured to use as both a guide and an evaluation criterion for teachers and prospective teachers.

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