Session Information
10 SES 03 B, Research on Values, Beliefs and Understandings in Teacher Education
Paper Session
Contribution
Introduction
Our world is changing very rapidly and recent technological advancements have turned our world to a “global village.” This means that knowledge does not belong to one but to all. It also means that if something happens in a part of the world, it affects everything on our planet. In this context, we, as teacher educators, need to be aware of this change, and globalness of knowledge, problems, and solutions. It is also important to note that our student teachers will be teachers of not “other people’s children” (Delpit, 1995) but “our” children.
Turkey has been trying to become a member of European Union since 1950s. For this goal, many progresses have been achieved in different areas such as human rights, agriculture, and education. One of the key elements made in education was to renew school curriculum and set up new teacher competences in order to adapt teacher education to Bologna process. However it is the question remained unexamined or unanswered if these competencies are compatible with Bologna process or how they fit into the European context. Teacher competence is defined, with general terms, by Ministry of National Education (MNE, 2008) in Turkey as knowledge, skills, and attitudes a teacher must have in order to fulfill the teaching profession effectively and efficiently.
A handful of studies compared teacher competencies of Turkey with other European countries such as England (Convery & Koksal, 2010). Similarly, a handful of researchers studied teacher competencies in European context (Piesanen, 2010; Markowitsch, 2010; and Spasovski, 2009).
The purpose of this qualitative study was to compare newly established general teacher competencies in Turkey with teacher competencies in Germany.
Method
Expected Outcomes
References
Convery, A. & Koksal, N. (2010). Comparing teacher standards and competencies in England and Turkey: How pre-service teachers understand and interpret them. Paper presented at the annual meeting of the European Conference on Educational Research Association, Helsinki, Finland. Delpit, L. D. (1995). Other people’s children. New York: New Press. European Commission (2010). Common European principles for teacher competences and qualifications. Retrieved December 10, 2010, from http://ec.europa.eu/education/policies/2010/doc/principles_en.pdf Finnish Institute for Education Research (2009). Education and Training 2010: Three studies to support school policy development. Lot 2: Teacher education curricula in the EU. TENDER N° EAC/10/2007. Retrieved December 20, 2010 from http://ec.europa.eu/education/school-education/doc/teacherreport.pdf Markowitsch, J. (2009). The order of qualifications. Do we need a European typology of qualifications? Paper presented at the annual meeting of the European Conference on Educational Research Association, Vienna, Austria. Ministry of National Educacation (MNE). (2008). Ogretmen yeterlilikleri: Ogretmenlik meslegi ve genel ve ozel alan yeterlilikleri. Devlet Kitapları Mud., Ankara: Turkey. Piesanen, E. (2010). Teachers’ skills and key competences in the teacher education documents of the EU member states. Paper presented at the annual meeting of the European Conference on Educational Research Association, Helsinki, Finland. Spasovski, O. (2009). Teacher competence as a basis for teacher education: tuning teacher education curricula in five western Balkan countries. Paper presented at the annual meeting of the 2009 Conference of the Teacher Education Policy in Europe (TEPE) Network, Umeå, Swedan.
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