Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi

Öz

The Turkish Qualifications Framework is a national qualifications framework that presents the principles of all qualifications acquired through learning in academic, vocational, general and other education. In this framework created by the Vocational Qualifications Authority, there are eight key competences updated in 2018 and defined as a combination of knowledge, skills and attitudes. Inheritance is the values acquired from the national and moral resources of society. Competences on the other hand, are the actional element that enables this heritage to be included in and contribute to life. In addition, prospective teachers are the forerunners of competences in both their learning and teaching lives. In the literature, various tools have been developed, applied and presented as studies in order to reveal or evaluate the social, academic, etc. perceptions and/or skills of teachers and prospective teachers. As a result of the research, no scientific studies focused on revealing the current perceptions of prospective Turkish teachers about key competences were found. The research aims to reveal the current perceptions of Turkish language teaching graduates and prospective teachers in the Turkish language teaching department in the context of Turkish language teaching of eight key competences that have been added to the curriculum within the scope of the Turkish Qualifications Framework in accordance with the lifelong learning approach. For this purpose, the study was conducted with a case study, which is one of the qualitative research designs. The study group consisted of prospective Turkish language teachers studying at a state university in the Black Sea Region and who graduated from this institution. Data were collected using a semi-structured interview form created by the researchers and analyzed using content analysis method. According to the analysis and interpretations, it has been concluded that the participants' perceptions of competence are mostly far from the international, intercultural and interdisciplinary understanding in the text of the Recommendation; they have a more nationalist perception that focuses on individualism rather than concepts such as sociability and interaction. While knowledge can be economically removed when learned on its own, perception is more difficult to change and improve because it is in the context of attitudes. It is recommended that more advanced academic studies should be carried out with the theoretical knowledge to be acquired through the regulation of faculty course contents and practical gain through community service and learning-experience-centered teaching practices.