Determining generic teacher competencies and designing a pre-service teacher education program based on competencies

The purpose of this study is to develop an observable and measurable generic teacher competency framework and present a pre-service program proposal based on generic teacher competencies. The research method deployed in this study is the sequential exploratory design. The participants of the study are the senior teacher candidates of Anadolu University, Faculty of Education, field experts working for five different universities, primary and secondary school teachers working in Odunpazarı and Tepebaşı districts of Eskişehir and education experts working for the Ministry of Education in 2017-2018 and 2018-2019 academic years. The qualitative data of the study were obtained through document analysis, semi-structured interviews and Teacher Competencies Workshop conducted with field experts. The quantitative data were collected through Generic Teacher Competencies Information Form designed for teachers to obtain their views regarding draft teacher competency framework. The study revealed a need to design an observable and measurable teacher competency framework. A draft teacher competency framework was designed in light of this finding and presented to the views of teachers and field experts. Based on the findings from document analysis and participants' views, the draft competency framework was redesigned and it resulted in six teacher competencies, 31 sub-competencies and performance indicators describing these competencies. Besides, within the scope of program proposal towards gaining generic competencies, a Clinical Teacher Education Program Proposal Based on Competence was put forward. In line with the program, example teacher training practices were designed to gain the identified competencies. Keywords: Competence, Teacher competencies, Competence-based education, Teacher education, Clinical education