The degree of the generic teacher competencies gained by the department of primary school teachers in faculties of education

This study has been carried out in order to determine in what degree the Generic teacher competencies specified by the Ministry of Education are reached in faculties of education. It?s thought that the result of the study shall contribute to teacher training system.In this study, mixed research method, defined as the usage or mixture of both qualitative and quantitative study methods and their data, has been used. In the study, ?simultaneous diversification strategy? which is the most suitable one among the different models of mixed research method has been applied. The survey application which constitutes the quantitative dimension of the study has been used with the studies of discussion and observation in suitable environment which constitute the qualitative dimension of the study. Hatay Mustafa Kemal University, Bolu İzzet Baysal University, Van Yüzüncü Yıl University, teaching staff of the Education Faculties of Ankara Gazi & Hacettepe Universities, the teaching staff who tutor in the department of primary school teaching, undergraduate senior year students of the department of primary school teaching of the faculties of education and the teachers who have graduated after 2006 and now working, have constituted the sample regarding the quantitative dimension of the study. The sample was determined for each group by using ?Neyman Distribution Method?. For qualitative dimension, the working group was determined among the teaching staff and students by ?Criteria Sample Method?.The continuance of the official correspondences constituted the first phase of the study in order to prepare the data collection tools and obtain the necessary approval and support from the institutions. The surveys which are the quantitative data source have been constituted with the arrangement of the tool applied in ?Generic teacher competencies? (OMGY) and with the permissions of MEB (Ministry of Education), General Directorate of Teacher Training. In order to apply the survey to the teachers who graduated in 2006 and working in various parts of Turkey, permission for research and support were obtained from MEB and Research and Development Department of Education (EARGED). Moreover, necessary permissions were taken by the faculties where the survey and interviews were to be made and proper time phrases were determined for the applications.The second phase of the study was realized as the study of data collection. The survey was applied to the teaching stuff and senior year students of the concerning universities and interviews were made with 2-3 teaching staff and 6 students from each university. The surveys of the teachers were sent to the school via mail by the EARGED and their application in schools was realized in this way. 20 individuals among the students of Hacettepe and Gazi University were observed during their course of the lectures in implementation schools. The data regarding the surveys applied to each group was analyzed by using SPSS 17 program; percentage, frequency and arithmetic ratios were calculated. Furthermore, Kay-Square test was applied in order to compare the views of the three groups. Interviews and observation findings were analyzed by using qualitative data analysis methods.According to the findings of the study;1.It was determined that while the students thought it was gained ?Substantially? and ?Much? in the Faculties of Education of OMGY, in interviews and observation findings it was determined that there were opinions stating that the competencies were not gained competently contrary to some survey results. Even though students find it competent in sub-competencies directed towards the professional development and improvement of school according to the results of the survey, they find themselves competent according to interviews results. Concerning the learning and teaching processes, it was determined that students find themselves competent according to survey and interview results while it was determined in observations that they didn?t fulfil the performance indicators competently.2.Teaching staff think that the OMGY generally gained ?partially? and ?substantially? in the faculties of education. In the findings of interviews & meetings, some results were met from time to time that do not match with these findings. Even though they find their students substantially competent according especially to the survey results directed towards the Personal and Professional Values ? Professional Development competency field, interviews findings determined that these competencies were gained partially or weren?t gained. Similar results were also reached regarding the sub-competencies of time management and behaviour management belonging to learning and teaching period competency field.3.A result was reached concerning the opinions of the primary school teachers that they found it positive in passing OMGY in faculties they graduate. In almost all sub- competencies it was determined that teachers expressed their opinions giving the average in ?substantially? level. However, it was reached that some part of the teachers found themselves incompetent in sub- competencies such as; Contribution to professional developments, Interpreting data by analyzing, Supplying feedback, Arranging extracurricular activities, Bring the school as a cultural centre, Monitoring, assessing and improving subject area curriculum according to the education they received in the faculty4.Among the views of each three groups it was determined that while there was meaningful difference in certain sub- competencies, there weren?t any meaningful difference according to some.5.At the end of the research it was seen that it was necessary for teacher training programs to be reviewed in terms of Generic teacher competencies. Moreover, another result was reached specifying that the implementation of teaching should be reviewed in a short time in terms of period and qualification and the necessary arrangements should be made.Key Words: Generic teacher competencies, Primary school teaching programs, Teacher competencies.