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

Autor/inn/en	Alan, Bülent; Güven, Meral
Titel	Determining Generic Teacher Competencies: A Measurable and Observable Teacher Competency Framework
Quelle	In: International Journal of Psychology and Educational Studies, 9 (2022) 2, S.308-331 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alan, Bülent) ORCID (Güven, Meral)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Teacher Competencies; Preservice Teachers; Teacher Educators; Foreign Countries; Teacher Education; Teacher Evaluation; Teacher Attitudes; Opinions; Turkey + Suchen Sie Ihr Suchwort? Lehrkunst; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Lehrmeinung; Türkei
Abstract	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. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01