Akademik Veri Yönetim Sistemi
Kuramsal Eğitimbilim Dergisi, cilt.14, sa.4, ss.788-815, 2022 (Hakemli Dergi)
Well-defined teacher competencies can serve as a reference resource for te acher candidates and aroad map for te achers 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 deve lop a measurable and observable generic teacher competency framework. The study was conducted in thre e phases. The initial phase was comprised of the lite rature review on teacher competencies, inte rviews with te acher candidates, te acher 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 notallow 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 re searchers. The analyses resulted in a framework consisting of six competency domains, 31 sub-competencies and their performance indicators at four competency leve ls. 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 te acher competency framework developed as a result of this study can be utilized for professional deve lopment 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.