Analyzing the Perceptions of English Language Teachers About Teacher Professional Competencies and The Factors Which Affect These Competencies

Memet Karakus; Gizem Ak Kocaman

Makale detayları

Analyzing the Perceptions of English Language Teachers About Teacher Professional Competencies and The Factors Which Affect These Competencies

Yazarlar:

Memet Karakus | Gizem Ak Kocaman

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.945-965

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328236

pISSN:

1302-1265

Anahtar kelimeler:

Özet:

 The study was conducted with the purpose of investigating the factors that influence professional competency and the perception of professional competency of English teachers. The Convergent design which is one of the mixed method research designs was administered. The Teaching Profession General Competence Perception Scale, Interview Form, and Personal Information Form were applied to specify the competence perceptions of the participants. Quantitative data were gathered from 115 English teachers who participated in the study. Qualitative data were collected from 31 English teachers with an interview form in order to enrich the quantitative data collected through the questionnaire. The perceptions of competence of the teachers were interpreted using frequency, percentage, and averages according to the answers given to the questionnaire. T-test and One-way ANOVA were used as statistical techniques for making comparisons among the quantitative data. Content analysis was used to analyse qualitative data. English teachers generally perceive themselves to be competent in terms of professional knowledge, professional skills, attitudes, and values; however, they find themselves less competent in teaching professional legislation knowledge, cooperation with families, and participating in cultural and artistic activities. Moreover, the area in which they consider themselves the most adequate is attitudes and values. Perceptions of the teachers about competence do not differ in terms of gender, professional seniority, and school-type variables. English teachers do not consider their colleagues adequate in terms of planning educational teaching. Even though teachers perceive themselves at the desired level of professional competence, there are dimensions in which they lack professional knowledge, skills, and attitudes. The knowledge of teachers about the professional regulation is not at an adequate level. In-service training should be given to teachers on knowledge of legislation. In addition, it is useful to conduct events that will contribute to the individual development of teachers, as well as their professional knowledge and skills.

 The study was conducted with the purpose of investigating the factors that influence professional competency and the perception of professional competency of English teachers. The Convergent design which is one of the mixed method research designs was administered. The Teaching Profession General Competence Perception Scale, Interview Form, and Personal Information Form were applied to specify the competence perceptions of the participants. Quantitative data were gathered from 115 English teachers who participated in the study. Qualitative data were collected from 31 English teachers with an interview form in order to enrich the quantitative data collected through the questionnaire. The perceptions of competence of the teachers were interpreted using frequency, percentage, and averages according to the answers given to the questionnaire. T-test and One-way ANOVA were used as statistical techniques for making comparisons among the quantitative data. Content analysis was used to analyse qualitative data. English teachers generally perceive themselves to be competent in terms of professional knowledge, professional skills, attitudes, and values; however, they find themselves less competent in teaching professional legislation knowledge, cooperation with families, and participating in cultural and artistic activities. Moreover, the area in which they consider themselves the most adequate is attitudes and values. Perceptions of the teachers about competence do not differ in terms of gender, professional seniority, and school-type variables. English teachers do not consider their colleagues adequate in terms of planning educational teaching. Even though teachers perceive themselves at the desired level of professional competence, there are dimensions in which they lack professional knowledge, skills, and attitudes. The knowledge of teachers about the professional regulation is not at an adequate level. In-service training should be given to teachers on knowledge of legislation. In addition, it is useful to conduct events that will contribute to the individual development of teachers, as well as their professional knowledge and skills.

 The study was conducted with the purpose of investigating the factors that influence professional competency and the perception of professional competency of English teachers. The Convergent design which is one of the mixed method research designs was administered. The Teaching Profession General Competence Perception Scale, Interview Form, and Personal Information Form were applied to specify the competence perceptions of the participants. Quantitative data were gathered from 115 English teachers who participated in the study. Qualitative data were collected from 31 English teachers with an interview form in order to enrich the quantitative data collected through the questionnaire. The perceptions of competence of the teachers were interpreted using frequency, percentage, and averages according to the answers given to the questionnaire. T-test and One-way ANOVA were used as statistical techniques for making comparisons among the quantitative data. Content analysis was used to analyse qualitative data. English teachers generally perceive themselves to be competent in terms of professional knowledge, professional skills, attitudes, and values; however, they find themselves less competent in teaching professional legislation knowledge, cooperation with families, and participating in cultural and artistic activities. Moreover, the area in which they consider themselves the most adequate is attitudes and values. Perceptions of the teachers about competence do not differ in terms of gender, professional seniority, and school-type variables. English teachers do not consider their colleagues adequate in terms of planning educational teaching. Even though teachers perceive themselves at the desired level of professional competence, there are dimensions in which they lack professional knowledge, skills, and attitudes. The knowledge of teachers about the professional regulation is not at an adequate level. In-service training should be given to teachers on knowledge of legislation. In addition, it is useful to conduct events that will contribute to the individual development of teachers, as well as their professional knowledge and skills.

 Bu çalışma İngilizce öğretmenlerinin mesleki genel yeterlik algılarını ve mesleki yeterliklerini etkileyen faktörleri incelemek amacıyla yapılmıştır. Çalışmada karma araştırma desenlerinden zenginleştirilmiş desen kullanılmıştır. Araştırmada ölçme aracı olarak Öğretmenlik Mesleği Genel Yeterlik Algısı Anketi, Görüşme formu ve Kişisel bilgi formu kullanılmıştır. Araştırmanın nicel verileri 115, İngilizce öğretmeni katılmıştır. Anket yolu ile toplanan nicel verileri zenginleştirmek amacıyla gönüllü nitel verileri ise 31 İngilizce öğretmeninden toplanmıştır. Ankete verilen yanıtlar doğrultusunda frekans, yüzde ve ortalamalardan yararlanarak öğretmenlerin yeterlik algıları yorumlanmıştır. Karşılaştırmalarda istatistiksel teknik olarak t-testi ve tek yönlü ANOVA kullanılmıştır. Nitel veriler içerik analizi yoluyla çözümlenmiştir. Araştırma sonuçlarına göre ingilizce öğretmenleri mesleki bilgi, mesleki beceri, tutum ve değerler konusunda genel olarak kendilerini yeterli algılamaktadırlar. Ancak, araştırmaya katılan öğretmenler; öğretmenlik mesleği mevzuat bilgisi, aileler ile iş birliği ve kültürel ve sanatsal aktivitelere katılma konusunda kendilerini daha az yeterli görmektedirler. Öğretmenlerin kendilerini en yeterli gördükleri alan, tutum ve değerlerdir. Öğretmenlerin yeterlik algıları; cinsiyet, mesleki kıdem ve okul türü değişkenleri açısından farklılık göstermemektedir. İngilizce öğretmenleri eğitim öğretimi planlama becerisi konusunda meslektaşlarını yeterli görmemektedirler. Öğretmenler mesleki yeterlik olarak kendilerini istenen düzeyde algılasa da, mesleki bilgi, beceri ve tutum olarak eksik oldukları boyutlar vardır. Öğretmenlerin özlük haklarına yönelik bilgileri yeterli düzeyde değildir. Öğretmenlere mevzuat bilgisi konusunda hizmet içi eğitimler verilmelidir. Ayrıca, öğretmenlerin mesleki bilgi ve becerilerinin yanında bireysel olarak gelişimlerine de katkı sağlayacak etkinlikler yapılmasında yarar vardır.

Makale detayları

Analyzing the Perceptions of English Language Teachers About Teacher Professional Competencies and The Factors Which Affect These Competencies

Yazarlar:

Memet Karakus | Gizem Ak Kocaman

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.945-965

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328236

pISSN:

1302-1265

English language teaching

Teacher issues

Teacher professional competencies

TeachingÖğretmen genel mesleki yeterlikleri

ingilizce eğitimi

öğretim

öğretmen sorunları

Sayı

Makale detayları

Yazarlar: Memet Karakus | Gizem Ak Kocaman

Yayıncı: Afyon Kocatepe University

Dergi: Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.945-965

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001328236

pISSN: 1302-1265

Sayı

Yazarlar:

Memet Karakus | Gizem Ak Kocaman

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 3, pp.945-965

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328236

pISSN:

1302-1265