Evaluation of Professional Teaching Knowledge Courses in Terms of Competencies Regarding the Learning and Teaching Process

Abstract

 The aim of this study was to evaluate the professional teaching knowledge courses in terms of competencies building for teacher candidates for the learning-teaching process (planning-practicing-evaluating). The basis for this study was the performance indicators which take place under competencies associated with the learning-teaching process within the scope of Generic Teacher Competencies determined by the Ministry of Education. Document analysis, interviews, observations and diaries were used to collect the data for this case study, and inductive and descriptive analyses were carried out for the data analysis process. The results of the study displayed that the professional teaching knowledge courses meet the relative performance indicators within the limitations of the research. In the light of the instructors’ views, it was revealed that the performance indicators for the learning-teaching process are reflected on the lessons. Furthermore, it was found that the teacher candidates who participated in the study gained almost the half of the performance indicators for the learning-teaching process.