An Investigation of Pre-Service and In-Service Teachers’ Perceptions of Teacher Quality in Turkey

Abstract

Present study investigates the senior-level Turkish pre-service and inservice teachers' perceptions of teacher quality with a descriptive survey method. Data for this study were gathered through Teacher Quality Survey (TQS) and openended questions from 210 pre-service teachers enrolled in four different universities in Turkey and 147 in-service teachers from different majors. Results of the study showed that both pre-service and in-service teachers think that teachers' relationship with the students affect students' success and teachers should take the individual differences into consideration. Moreover, according to the pre-service teachers, teachers should know how to teach and assess what they teach, and they need to know time management. On the other hand, in-service teachers consider that teachers should follow current developments, should have the researcher identity and should understand students' needs and interests. Present study also suggested both academic and practical implications.

Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools

“…Moreover, Phase 1 validated the themes and subthemes emerging from Carter et al (2021) qualitative study investigating perceptions of teaching quality among secondary school teachers in Rwanda, and, in turn, supported their conclusions that perceptions of teaching quality in the Rwandan context are multidimensional and multifaceted in nature. This notion of the multidimensionality of teaching quality supports the findings from previous research conducted in the Global North (e.g., Witcher et al, 2001 ; Gershenson, 2016 ; Okpala et al, 2009 ) and the Global South (e.g., Sönmez Boran et al, 2019 ) on both preservice (i.e., prospective) teachers and inservice teachers.…”