The level of correspondance between the learning outcomes of courses in the science teacher education undergarduate program and science and technology teacher special field competencies

In this study, the learning outcomes of the field and field education courses prepared within the process of Bologna and offered in Science Teacher Education Undergraduate Program of Abant Izzet Baysal University (AIBU) were compared to Science and Technology Teacher special field competencies prepared by Republic of Turkey Ministry of National Education (MoNE). With this comparison, it was aimed to reveal to what extent the learning outcomes of the offered courses correspond to special field competencies. To address this aim, the following research question guided the study, "To what extend the learning outcomes of the field and field education courses offered in Science Teacher Education Undergraduate Program correspond to the competency fields of "planning and arranging the learning/teaching process" and "monitoring and evaluating the development" within the framework of Science and Technology Teacher special field competencies?" Case study, one of the qualitative research methods, was used in the present study. Document analysis was used as the data collection method. In this study, it is focused on that the contents of the field and field education courses of Science Teacher Education Undergraduate Program prepared within the process of Bologna and offered in AIBU Faculty of Education and the competency fields of "planning and arranging the learning/teaching process" and "monitoring and evaluating the development" within the framework of Science and Technology Teacher special field competencies prepared by MoNE General Directorate of Teacher Training and Education. In the data analysis process, three experts specialized in Science Teaching and the researcher selected some of the learning outcomes of several courses and teacher special field competencies randomly and matched them independently. As a result of matching, the views of the experts and the researcher were compared. Because the views of the experts and the researcher were parallel to each other, the rest of the study was conducted by the researcher. In line with the results of the study, it is not possible to state that the learning outcomes completely correspond to the competencies. Nevertheless, the competencies were matched with the learning outcomes thought to basically provide the acquisition of competencies at a certain level. When the results of the study were considered altogether, it was concluded that the learning outcomes of field and field education courses did not correspond to the related competencies. Although the absence of these competencies within the field courses is understandable, their absence within the field education courses can be seen as a shortcoming. The absence of similar studies in the related literature makes it difficult to discuss the results of the study, yet it is thought that the results could still contribute to the literature.