Abstract
The Republic of Turkey’s Ministry of National Education has long been working on the general professional and field specific competencies for teachers in Turkey in collaboration with universities. As a result of these efforts, the “General Competencies for Teaching Profession” was prepared in 2006. Later in 2008, the field specific competencies that teachers should have in their respective fields were determined. For primary school teachers, specific competencies were determined in 14 fields. While the field specific competencies for English language teachers are among these 14 fields, no such work has been conducted for French language teachers. For intermediate school (middle school) teachers, specific competencies were determined in 8 fields and were put into effect in 2011. This study aims to formulate a model related to the field specific competencies for French language teachers in Turkey as the existing literature on the topic is insufficient. Key words: French language teacher, general competencies for teaching profession, field specific competencies, performance indicator.
Highlights
A country‟s level of development in terms of its politics, economy and culture is closely related to its education system and its components
Luxembourg: Publications Office of the European Union. In this part, based on the data obtained from document analysis, the field specific competencies for French language teachers that are/will be teaching in intermediate and high schools in Turkey are listed followed by their related performance indicators
First, the competencies required from intermediate and high school level French language teachers were listed followed by an explanation of the scope of each competency; the performance indicators related to each competency were listed
Summary
A country‟s level of development in terms of its politics, economy and culture is closely related to its education system and its components. The constant advancements in education and training technologies as well as the changing student profile make it necessary to revise the knowledge, skills and competencies of teachers, who are the cornerstone of education. Today‟s education is “student-centred”, the role and importance of teachers at all stages of education and training has not diminished. Quick access to information thanks to advanced technologies has transformed and increased the qualities expected of teachers. Having long been described as people who merely “hold information and pass it onto others”, today, teachers are generally seen as people who facilitate learning and guide students. “The social, economic and technological developments as well as new approaches in the field of education bring forth changes in teachers‟ traditional roles and functions. The expectations about what teachers should know and be able to do constantly changes” (TED, 2009a: 6)
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