Abstract:

In the current study, it is aimed to examine the opinions of pre-service elementary mathematics teachers about the courses in the undergraduate programs pre-2018 and 2018 according to the framework of the general competencies for teaching profession. This study, designed as a phenomenology study, was conducted with 10 pre-service elementary mathematics teachers. The data collection tool was prepared in line with the general competencies for teaching profession published by the Ministry of National Education (2017). Participants were asked to indicate which courses in the 2018 undergraduate program contributed to the acquisition of 65 different indicators specified within the framework of the general competencies for teaching profession and to explain why. In addition, they were asked to examine the courses in the undergraduate program applied before 2018, state the courses they saw missing, and explain why they should be added. The collected data were analyzed descriptively. When the results of the research are evaluated in general, it has been found that the general culture and vocational knowledge courses in the 2018 undergraduate program are sufficient to meet the competencies for teaching profession, but the courses related to field education have deficiencies. Especially in the context of field knowledge, it is suggested that the program implemented before 2018 should also be taken into account.

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