Examination of Candidate Teachers' Perceptions of Teaching Quality Competence in Terms of Gender and Faculty Type

Abstract

This study aims to examine the candidate teachers’ perceptions of teaching quality competence in terms of gender and faculty type. It is important to raise society which adapts to developments in science and technology in this information and technology age. The quality of education provided in educational institutions is at the forefront of achieving this goal. 346 candidate teachers from an education faculty and pedagogical formation training program in 2019-2020 academic year, participated in the study. “Perceptions of Competency in Teaching Quality Scale” which is a five-point Likert scale with 22 items and developed by Atar and Taşçı was used as data collection instrument. When the data were analyzed, it was found that the role of education faculties in terms of whether the teaching profession was innate or acquired later was revealed. It was also determined that there are significant differences in the perceptions of teaching quality competence of the variables of acquiring and changing behaviors towards the teaching profession between the groups. The teacher candidates who received pedagocigal formation training had a higher perception of teaching quality competence than the teacher candidates in the education faculty. There was no significant difference between the groups in terms of gender variable regarding teaching quality competence perception.