Subject Matter Competency Perceptions of Teacher Educators in
Education Faculties of Turkey

International Education Studies, cilt.14, sa.2, ss.76-89, 2021 (Hakemli Dergi)

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.

Keywords: teacher educators, teacher educators’ general subject matter competences, competence, teacher

training, education faculty