Examining pre-service English teachers' subject area competencies' level in terms of mone, hec subject area competencies and competencies stated on English language teaching curriculum

The purpose of this research is to examine the subject area competencies of pre-service teachers of English Language in terms of the competencies determined by Ministry of National Education (MONE) and Higher Education Council (HEC), and the competencies stated on English Language Teaching curriculum. The research was conducted by using convergent parallel design which is one of the mixed method designs providing the usage of both qualitative and quantitative research methods. The holistic single case descriptive design was used on qualitative part and descriptive survey model was followed on the quantitative part of the research. The participants of quantitative part of research were selected according to convenient sampling. They consist of 85 senior pre-service English teachers studying at 8th term of English Language Teaching Department of Akdeniz University Faculty of Education. The qualitative data were acquired from the related documents, course introduction forms of English Language Teaching Department of Akdeniz University and observation data. The three-phased approach is conducted in determining participants for observation. First of all, the schools where pre-service English teachers had teaching practicum were stratified as primary and secondary school. Using simple random sampling, 1 primary school and 1secondary school were chosen among four schools. Considering the number of students, 5 pre-service English teachers from primary school and 5 pre-service English teachers from secondary school -10 student-teachers in total- were selected for observation according to their willingness to participate. Quantitative data were gathered by using "Subject Area Competency Test for Teachers of English Language" and "Subject Area Competency Observation Form of Teachers of English Language". Quantitative data distributing normally were analysed by using mean, standard deviation, percentage and frequency distribution. Independent samples t-Test was used to determine whether the data differentiated significantly in terms of gender and one way ANOVA was applied to determine whether the data differentiated significantly in terms of high schools that pre-service English teachers graduated. Qualitative data were analysed by using percentage, frequency and Mann-Whitney U test. The results of the research indicate that competencies defined by MONE and HEC differ in scope and content and also the competencies are covered by %88,4 of course content of English Language Teaching Department. Moreover, subject area competency level of pre-service English teachers is found as medium level (x ̅=19,55) and this finding is supported by the observation data (x ̅=149,5). It is found that the scores pre-service teachers acquired on subject area competency test do not vary significantly in terms of gender and high schools they graduated, however, observation scores differ significantly in terms of gender and they differ in favour of woman pre-service teachers. Furthermore, the scores differ significantly in terms of education type in favour of the pre-service teachers studying at formal education. Keywords: Subject Area Competencies, Teacher of English Language, Teacher Education, Teacher Competencies.