Öğretmen adaylarının ve danışmanların İngilizce öğretmen adaylarının konu alan yeterlilik düzeylerine ilişkin görüşleri

The present study aimed to investigate and compare supervisors' and pre-service teachers' views of subject area competency levels of English Language Teaching pre-service teachers. Within this aim, this study adopted the explanatory sequential mixed method design. In the initial phase of the study, the English Teacher Subject Area Competency Scale was utilized to collect quantitative data from 51 pre-service teachers and 15 supervisors. For the second phase of the study, semi-structured interviews with four pre-service teachers and four supervisors were conducted to gather in-depth qualitative data. The quantitative data were analyzed descriptively, and the qualitative data were analyzed using content analysis. The findings revealed that pre-service teachers and supervisors viewed pre-service teachers as competent in their subject areas. Pre-service teachers were perceived as the most competent in Supporting Language Skills and the least competent in Assessment and Evaluation by supervisors and pre-service teachers. However, pre-service teachers' self- perspectives of their competency were higher than supervisors' views on pre-service teachers' subject area competency. The most significant difference was found in the Assessment and Evaluation category, in which pre-service teachers considered themselves competent, whereas supervisors perceived pre-service teachers as moderately competent. The interview results identified some subject area competencies that pre-service ELT teachers might need to improve, such as finding appropriate listening passages for the learners, planning professional development activities, giving unprompted speaking tasks to the students, etc.