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A Study on Teaching Competencies of Teacher Candidates

A Study on Teaching Competencies of Teacher Candidates. Assist. Prof. Dr. Süleyman Sadi SEFEROGLU Hacettepe University Faculty of Education Department of Computer Education and Instructional Technology Ankara, 06800, TURKEY e-Mail: sadi _at_ hacettepe.edu.tr

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A Study on Teaching Competencies of Teacher Candidates

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  1. A Study on Teaching Competencies of Teacher Candidates Assist. Prof. Dr. Süleyman Sadi SEFEROGLU Hacettepe University Faculty of Education Department of Computer Education and Instructional Technology Ankara, 06800, TURKEY e-Mail: sadi_at_hacettepe.edu.tr Web: http://yunus.hacettepe.edu.tr/~sadi/ International Conference on Education (ICE05) 6-9 December 2005, National University of Singapore

  2. Content • Introduction • Purpose of the study • Method • Study group • Data collection instrument • Data analysis • Findings • Conclusion Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  3. Introduction • Relationships between progress and schools/education • The quality of the instruction • The qualified teachers • The role of teacher training institutions • The quality and standards Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  4. Introduction: Situation in Turkey Restructuring teaching profession • Beginning of the Turkish Republic (Early 1920s) • Normal schools • Village Institutes movement (1940s) • 2 Year Colleges (1970s) • 4 Year Colleges (1980s) • Restructuring by Higher Education Council Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  5. Introduction: The Role of MONE • Teaching Competencies Commission • Content of Teaching Competencies • Instructional competencies, • General social knowledge and skills competencies, and • Field-specific knowledge and skills competencies. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  6. Introduction: The Role of MONE The purpose of teaching competencies: • Determining teacher training policies • Pre-service training of teachers • Selecting and appointing teachers • Supervising and evaluating teachers • In-service training • Professional development of teachers Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  7. Teaching Competencies:Instructional competencies • Knowing the Students • Planning Instruction • Material Development • Instruction • Managing the Instruction • Measurement and Evaluation • Guidance • Developing Basic Skills • Helping Students with Special Needs • Teaching Adults • After School Activities • Personal Development • School Improvement • Developing School-Environment Relations Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  8. Purpose of the study • Investigating the extent to which teacher candidates believe they possess the teacher competencies specified by the Ministry of Education. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  9. Method

  10. Method • This study, which investigates opinions of senior year students at Faculty of Education of Hacettepe University, in Ankara, Turkey, is a descriptive study. • It aimed to examine candidates’ opinion on the extent to which they believe they possess the teacher competencies. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  11. Study Group The study group consists of students from 4 departments at Faculty of Education of Hacettepe University. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  12. Study Group • The distribution of the participants in terms of gender shows that 65% of them are female, and 35% are male. • Department of Computer Education and Instructional Technology (27,6%) has the highest and Science Education (12,3%) has the lowest number of participants. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  13. Data Collection Instrument • The teaching competencies developed by MONE • “instructional competencies”, • “general social-cultural knowledge and skills”, and • “field-specific knowledge and skills”. • Instructional competencies category has 14 sub-categories with 206 competency items. Those competency items were turned into an instrument. • This instrument was a 4 point Likert type scale with a 0.98 reliability coefficient. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  14. Data Collection Instrument The participants in this study were asked • to evaluate their own competencies with reference to the given items in the instrument using a scale ranging from “poor” to “excellent”. • Poor • Average • Good • Excellent Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  15. Data Analysis • For every teaching competency, in 14 competency categories, percentages and means were calculated. • t-Test and one way Anova tests were conducted to look for significant relationships between • competency scores and • different variables such as • candidates’ gender and • the department. • Among the 14 categories, only significant points are mentioned in each category. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  16. Findings

  17. Distribution of Mean Values of Competency Categories

  18. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  19. 1. Knowing the Students Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  20. 2. Planning Instruction Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  21. 3. Material Development Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  22. 4. Instruction Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  23. 5. Managing the Instruction Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  24. 6. Measurement and Evaluation Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  25. 7. Guidance Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  26. 8. Developing Basic Skills Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  27. 9. Helping Students With Special Needs Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  28. 10. Teaching Adults Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  29. 11. After School Activities Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  30. 12. Personal Development Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  31. 13. School Improvement Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  32. 14. Developing School-Environment Relations Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  33. Participants Evaluation of Themselves in Terms of Different Variables t-Test and One Way Anova Tests to look for significant relationships • Significant differences based on gender and the department • Females outscored males in the • “managing the instruction” and • “personal development” categories. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  34. Participants Evaluation of Themselves in Terms of Different Variables • With regard to departmental differences, participants from the Early Childhood Education department seem to outscore participants from the Computer Education and Instructional Technology department in the categories of • “knowing the students” and • “planning instruction.” Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  35. Conclusion • Although there is some variations, in general participants evaluated themselves as “good” or “excellent” for most of the competency items. • It was a positive finding that in at least half of the items, “poor” was not selected by any of the participants. • The participants’ evaluation of their competencies show significant differences based on gender and the department. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  36. Conclusion • The participants see themselves unqualified in some competency items such as “helping students with special needs”, and “teaching adults”. • The reason why they found themselves unqualified is probably that their departments’ academic program simply does not include courses about those competencies. • Therefore, either MONE needs to revise those competency items, or academic programs of teacher education programs need to be revised. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  37. Last Word • It is hoped that the findings of this study will guide various institutions, (which mainly are Faculties of Education, the Higher Education Council, and Ministry of National Education)in terms of current situation in teaching competencies of teacher candidates. • The findings of this study can be a guide for the designers of the in-service training activities in terms of the type of personal and professional improvement programs they can offer. Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

  38. Thank You!!! Assist. Prof. Dr. Süleyman Sadi SEFEROĞLU • e-Mail: sadi_at_hacettepe.edu.tr • Web: http://yunus.hacettepe.edu.tr/~sadi/ Dr. S. S. SEFEROGLU / International Conference on Education, 6-9 December 2005, NUS-Singapore

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