Subject Matter Competency Perceptions of Teacher Educators in Education Faculties of Turkey

Autor/inn/en	Çiçek, Fatma Gözalan; Taspinar, Mehmet
Titel	Subject Matter Competency Perceptions of Teacher Educators in Education Faculties of Turkey
Quelle	In: International Education Studies, 14 (2021) 2, S.76-89 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Teacher Educators; Teacher Attitudes; Teacher Competencies; Pedagogical Content Knowledge; Expertise; Self Efficacy; Second Languages; Communicative Competence (Languages); Teacher Characteristics; Teaching Experience; Preservice Teacher Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehrkunst; Pädagogische Kompetenz; Expert appraisal; Self-efficacy; Selbstwirksamkeit; Second language; Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehramtsstudiengang; Ausland; Türkei
Abstract	The purpose of the current study is to determine teacher educators' level of general subject matter competency perception and to investigate whether this level varies depending on different variables. In the collection of the data of the study employing the survey model, a single dimension and 106-item "scale of teacher educators' general subject matter competency perceptions" was used. The scale was prepared in the online environment and sent to 8200 faculty members working in education faculties all over Turkey by e-mail. A total of 789 teacher educators responded to the scale. It was found that the teacher educators generally consider themselves highly competent in terms of general subject matter competences. The area with the lowest competence perception level was found to be foreign language. The teacher educators' general subject matter competence perceptions were found to be not varying significantly depending on their gender, type of the university where they are working (state/foundation), academic title, discipline (educational sciences/subject area education) and teaching experience. In light of these findings, it can be argued that these competences should be considered in the recruitment of teacher educators in education faculties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01