Opinions of the teachers who were graduated from the education faculty of Gazi University about teaching behaviors

The goal of this study is to clarify the opinions of the teachers who were graduated from the education faculty of Gazi University about teacher competence. To reach this goal, opinions of the teachers who have already worked as a teacher between 1988 and 1998 years were gathered. The population of this study was conducted the teachers who were graduated from education faculty of Gazi University in the last decade and have already worked in the elementary and high schools which are connected National Education Ministry in Ankara. 312 teachers who were graduated from each of the education faculty of Gazi University were chosen as a sample from that population. Data were collected by questionnaire which was prepared by the researcher. Questionnaire are consist of two section. In the first section, there are 4 questions about demographic qualifications of the teachers. In the second section of the questionnaire, about teachers' competence, there are 14 question on teaching planning, 19 questions on processing, 7 questions on evaluation of teaching and 12 questions on teachers' attitudes, to tally 52 questions. Five point Likert type scale was used in the questions. SPSS program was used to analyze data. To analyze data, frequency, percent, mean, standard deviation, one way anova and tukey test were used. According to results of this study, it was found out that the teachers who were graduated from Vocational Education Faculty of Gazi University see themselves more competent than the other teachers who were graduated from different education faculties about teacher competence (teaching planing, evaluation and teacher attitudes). Vocational Education Faculty was followed, by order, Gazi Education Faculty, Trade Tourism Education Faculty and Technique Education Faculty. It was seen that there were some differences in teaching formation courses on viewpoint of kind, time and processing among those education schools. Theoretically processing of teaching formation courses and not enough time for practice are effective on the teachers' whole career life. In the direction of the results of this study, same suggestion would be given. Teaching formation courses should be programmed in common. Especially, time, practice and evaluation of teaching practice course should be in common at all education acuities. Moreover, another study should be done by application achievement tests or observation scales on teachers' behaviors. IV