Abstract
The aim of this study is to compare the teacher competency frameworks (TCFs) of top performing countries in PISA (Singapore, Hong Kong, Estonia, Canada) and Türkiye and to reveal the similarities and differences among teacher competences of these countries. Comparative education method was used in the study. Successful countries in PISA from different regions were chosen as sample countries. Official documents on teacher education and specifically TCFs of sample countries were examined as the main data sources. Descriptive analysis was used for the analysis of data. This study revealed that “subject matter knowledge and pedagogical skills, teachers’ continuous professional development and collaboration, and supporting student development” are the in common competences in all sample high-achieving countries’ TCFs including Türkiye. However, “Techno-pedagogical skills” domain, which is quite important in today’s world, exists only in Estonia’s TCF. It was seen that publishing year of TCFs differs greatly. It was concluded that sample countries’ TCFs have similarities largely while there are also some differences among them. Finally, it was seen that Türkiye’s TCF shows similarities to sample top-performing countries’ TCFs to a great extent.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
