Evaluation of pre-service teacher training in terms of graduate employability indicators and qualifications

The aim of this research is to evaluate the pre-service teacher education within the framework of Graduate Employability Indicators (GEI) and qualifications and to present a situation analysis. In this framework, according to the opinions of candidate teachers who has had Bachelor's degree at most three years ago, and of educational administrations academicians working at faculties of education, it is aimed to describe the current situation of pre-service teacher education in terms of GEI, National Qualifications Framework For Higher Education in Turkey (NQF-HETR) and General Competencies for Teaching Profession (GCTP). For this purpose, qualitative data and phenomenological design were used in the study. The participants of the study group are composed of teacher candidates working at state schools in Turkey's various provinces/districts and educational administration academicians who work at faculties of education of various universities in Turkey. Criterion sampling and maximum diversity sampling, which are among purposeful sampling methods, were used to determine the study group in the study. In the study, qualitative data were collected via semi-structured interview forms consisting of 20 open-ended questions for academicians and 16 open ended questions for candidate teachers supported by probe questions. 14 candidate teachers and 14 education management academicians who worked in 2017-2018 academic year participated in the study. The interviews with the participants were recorded using a tape recorder, and the records obtained were analysed. The written data were protected in accordance with the principle of confidentiality and the academicians were given the code "A" and the candidate teachers the code "Ö" and 14 participants in both groups were numbered from 1 to 14. Based on the data transferred to the MAXQDA 2018 Qualitative Research Programme, a framework for data analysis was created and themes and subcategories were determined. According to the results of the research, it can be said that the optimal in the theory-practice balance cannot be achieved in pre-service teacher education and the quality and quantity of the practising activities should be increased. It is emphasized that the current curriculum and methods need to be developed in order to train the ideal teacher, and the training of non-disciplinary students through pedagogical formation poses problems in terms of teacher training. Among GEI, required involvement of employers in quality assurance and decision-making processes have been examined in this study in terms of public and private schools affiliated to the Ministry of National Education, and it has been concluded that such a cooperation can increase the quality of teacher training and that the supply-demand balance can be achieved in this way. Although the views on career guidance are considered appropriate in theory for education faculties to introduce the profession and the sector, it is considered unnecessary in practice since teaching is not seen as a career profession. Graduate tracking surveys, as another GEI, can be useful in pre-service teacher education as they will provide useful and concrete data for stakeholders such as education policy makers, higher education institutions and prospective students. Both as a GEI and as a very important element in teacher education, internship / practising activities are a projection of the world that prospective teachers will encounter in their professional lives, so pre-service teacher education should be improved in terms of quality and quantity. Cognitive and applied skills, independent working and taking responsibility, learning competence, communication and social competence areas in the NQF-HETR, respectively refer to; the ability to offer solutions by using research methods, to be a leader, to have lifelong learning skills, to share information in verbal and written environments at national / international level by using verbal and written information and communication technologies. According to the findings obtained from the research, although the courses on research techniques and information techniques seem to be theoretically sufficient, they are inadequate in terms of practice. It is observed that pre-service acquisition of leadership, lifelong learning and foreign language skills is not sufficient. In the age of information and technology, there is a need for individuals who can use information and communication technologies, produce solutions using research techniques, have the ability to continuously improve themselves and know where / how to access the necessary resources. It is also important for teachers who are responsible for raising individuals with these competencies and who must have these competencies themselves, to acquire these skills and competencies at a sufficient level in pre-service education. In faculties of education, determining faculty policies and priorities and shaping the culture of the faculty can be beneficial in providing all these skills, especially lifelong learning and leadership skills. In addition to this, it can be ensured that courses involving the use of research techniques and information technologies in the design of curricula are carried out more effectively by prolonging the time for internship/practising.