Matematik Öğretmen Adaylarının Özyeterlilik Algıları ile Mesleki Yeterlilikleri Arasındaki İlişkinin İncelenmesi

This study examines the similarities and differences between pre-service teachers’ self-assessment and peer assessment

regarding their professional competencies. Teacher competence is crucial for adapting to a changing world and for

maintaining the prestige of the teaching profession. The Ministry of National Education (MoNE, 2017) defines teacher

competencies as the knowledge, skills, and attitudes necessary to perform the profession effectively and efficiently. The

literature emphasizes that effective teachers possess strong communication skills, use various instructional strategies,

adhere to assessment standards, and are committed to their profession. Teachers are expected to be aware of these

competencies, identify their deficiencies, and plan their professional development accordingly.

The study group consists of six senior-year students enrolled in the elementary mathematics teacher education program

at a state university. Prior to the process, participants were informed and given the “General Competencies for the

Teaching Profession” form. Subsequently, their teaching practice classes were observed, recorded on video, and

evaluated through peer assessment. In the peer assessment phase, recorded lessons were reviewed, and the same form

was used for evaluation. This process was also video recorded.

The research was conducted using a case study design, one of the qualitative research methods. The data collection tool

was prepared based on MoNE (2017) criteria and finalized after expert review. The form includes categories such as

“Subject Knowledge,” “Professional Skills,” and “Attitudes and Values.”

Findings indicate that self-assessment scores ranged between 2.4 and 3.3, while peer assessment scores ranged between

3.1 and 3.7. Pre-service teachers generally rated themselves lower than their peers did. Those with high self-efficacy

were also rated positively by their peers. Verbal feedback supported these results. In conclusion, while there is a parallel

between self- and peer assessments, pre-service teachers tend to perceive their own competencies at a lower level.