A model proposal for the evaluation of the professional competences of teacher candidates

The purpose of this research is to reveal the general competencies of the teaching profession expected to have by the teacher candidates studying in the field of primary education at the faculty of education and to present a model proposal for the evaluation of these competencies. For this purpose, embedded design, one of the mixed research methods designs, was used. Both quantitative and qualitative methods were used in the collection of the data and three separate study groups were formed. The first study group, whose data were collected with a questionnaire, consisted of 669 senior primary school teacher candidates, 503 primary school teachers and 143 faculty members working in primary education department. In the collection of quantitative data, the Questionnaire of Teacher Candidate Professional Competencies Evaluation (QTCPCA), which was developed on the basis of the 2017 General Competencies of the Teaching Profession (GCTP), was used, and the data were analyzed using frequency and percentage. The second study group, whose data were collected with interviews, consists of 19 senior primary school teacher candidates, 16 primary school teachers who have/had student teachers, 19 faculty members working in primary education department and 3 faculty members working in educational measurement and evaluation department. The third study group, whose data were collected with workshop, consists of 12 faculty members working in three different departments: 2 in the educational measurement and evaluation department, 5 in the primary education department, and 5 in curriculum and instruction department. All of the participants were studying or working at public universities and schools. In the collection of qualitative data, the Interview Form of Teacher Candidate Professional Competencies Evaluation Model (IFTCPCEM), the evaluation model draft developed in line with the data obtained from the literature review and interviews, and open-ended questions in the QTCPCA were used. Descriptive content analysis was performed in the analysis of qualitative data. Results showed that the competencies in GCTP were necessary but there were missing areas. These missing areas included preparing skill-based questions, managing online learning environments, developing technological materials, managing multicultural and inclusive education effectively, and being mentally healthy. Additionally, some competency indicators need to be restated in a more inclusive and detailed way. In the evaluation of teacher candidates, it was reported that multiple evaluations should be made by making use of more than one data source and evaluator, and the evaluation process should be carried out on a longitudinal and collaborative basis. It was concluded that the faculty members should be informed at the beginning of the semester about the issues such as how the assessment will be made in parallel with the competencies and which data sources can be used. It has been determined that the evaluation should be based on performance within the scope of the courses in undergraduate degree, the evidence should be stored in the portfolio, and the evaluation result should be expressed as successful / unsuccessful without affecting the teacher candidate's course grade. It has been determined that the studies carried out in the courses and contributing to the professional competencies should be used in the evaluation of the teacher candidates. However, according to the content of the study to be prepared, it has been concluded that studies such as a graduation project and interdisciplinary performance task can be used in the evaluation of more than one competence area. In line with the results of the research, since the competencies outside the fields of expertise of the participants were suggested, it is recommended to get opinions from stakeholders such as faculty members and field workers working in the relevant fields on how these competencies should be evaluated, and to pilot the the model. In addition, it is suggested that how the model can be adapted in other branches should be determined by taking the opinions of the participants from different teacher training programs, and arrangements allowing the results to be used in the selection and appointment of teacher candidates should be made.