Abstract:

This study aims to evaluate the basic competencies that Turkish teachers should have in the 21st century from the perspective of pre-service teachers. The study was conducted with the case study design of the qualitative research methods. The readily available convenience sampling, which is one of the purposeful sampling methods was used to determine the study group. Participants determined through this sampling consist of 34 pre-service teachers studying their third years at Turkish Language Teaching Department of Recep Tayyip Erdogan University in the spring semester of the 2018 academic year. The data were collected through a semi-structured interview form consisting of two open-ended questions in the study, and the interviews lasted 30 minutes. The data obtained from the research were evaluated by content analysis. As a result of the study, the competencies that Turkish teachers should have in the 21st century were grouped under two main themes as basic competencies and basic values. Basic competencies are divided into two sub-themes: personal competences and special field competencies. As a result of the study, creativity and innovativeness were highlighted in the personal competencies that Turkish teachers should have, while the ability to use Turkish effectively, to communicate effectively in the classroom, to create a learning environment with a collaborative and interdisciplinary perspective come to the forefront in the special field competencies. Additionally, the most frequently repeated competencies were Turkish language teachers' having the technological literacy skills of the age and their being able to adapt these skills to the Turkish courses. When the results regarding the basic values that a Turkish teacher should have were examined; the values of love, respect and patriotism came to the fore. With reference to these results; It can be said that the Turkish teacher profile who is creative and innovative and has universal values has been revealed.

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