Abstract:

The aim of this research is to examine career-changing science teachers’ perceptions on general teacher qualifications and their behaviors in terms of learning andteaching process. The research was designed as a case study in line with the qualitative research approach. The research sample consisted of six science teachers working in public secondary schools in Kahramanmaraş, Turkey in the 2015-2016 academic year. In the research, which uses the criterion sampling method linked to the purposeful sampling method, being a science teacher who had worked in private courses before being assigned to public schools operated by the MoNE was taken as the main criterion. The research data were collected through observations, interviews, document reviews and self-evaluation forms. The results showed that the participant teachers have high level of perceptions on general teaching qualifications. Besides, it was revealed that teachers perceived the assigned program and content knowledge competencies at a very high level, and that they did not have sufficient knowledge of the legislation. Finally, it was determined that they do not teach in accordance with the principles and approaches identified in the science curriculum, that they tend to conduct exam-oriented lessons and activities, that they guide the students about the exam and that they motivate these students through exams.

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