Abstract

The purpose of the current study is to determine teacher educators’ level of general subject matter competency perception and to investigate whether this level varies depending on different variables. In the collection of the data of the study employing the survey model, a single dimension and 106-item “scale of teacher educators’ general subject matter competency perceptions” was used. The scale was prepared in the online environment and sent to 8200 faculty members working in education faculties all over Turkey by e-mail. A total of 789 teacher educators responded to the scale. It was found that the teacher educators generally consider themselves highly competent in terms of general subject matter competences. The area with the lowest competence perception level was found to be foreign language. The teacher educators’ general subject matter competence perceptions were found to be not varying significantly depending on their gender, type of the university where they are working (state/foundation), academic title, discipline (educational sciences/subject area education) and teaching experience. In light of these findings, it can be argued that these competences should be considered in the recruitment of teacher educators in education faculties.

Highlights

  • 1.1 Problem StatementAs a natural result of the rapid advancement of science and technology, global changes affect all areas of human life

  • In order to respond to the demands of global change, original education programs and qualified education processes are needed (Jusuf, 2005)

  • Qualified education processes require qualified teachers and qualified teachers educators are needed for qualified teachers (Goodwin et al, 2014)

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Summary

Introduction

1.1 Problem StatementAs a natural result of the rapid advancement of science and technology, global changes affect all areas of human life. Qualified education processes require qualified teachers and qualified teachers educators are needed for qualified teachers (Goodwin et al, 2014). Teacher educators are people who train teachers Such a definition is a very general statement in terms of determining competences for teacher educators. This general statement should be more specified (Fisher et al, 2008) because teacher educators do not have a uni-dimensional identity. In this regard, teacher educators can be classified as follows (Fisher et al, 2008):

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