Öğretmen Adaylarının Öğretmen Yeterlilikleri Hakkındaki Görüşlerinin Bilişsel Koçluk Yaklaşımı Bağlamında İncelenmesi

A learning-centered approach to teaching inevitably requires the learner not only be in the learning-center, but also requires teachers to be highly competent, with welldeveloped teaching skills, planning skills, and critical thinking skills guiding their behavior in order to recognize these qualities in their students. Teachers’ critical thinking skills are one important way by which teachers can help students learn, explain how and why they achieved this progress, and talk about their feelings. Such skills like planning, problem solving, self-regulation, and learning to control the lessons give teachers a level of cognitive awareness that has become a necessity for good education. In such a learning-centered process, the learner becomes more independent, and the teacher steadily gains skills as a cognitive coach. Although authors disagree on the precise definition of cognitive coaching, it is, nonetheless, an effective approach in the implementation of metacognition strategies. Cognitive coaching is based on the idea that cognitive awareness strengthens independence in learning (Allen, Nichols & Ancess, 2004). Cognitive coaching helps to student about the issues, such as the teacher’s self-applause, correlating the available knowledge about teaching strategies and the self-control. [Ed. Note: I do not understand what you mean by self-applause. This sentence should be rewritten, but I am not sure what you’re trying to say here.] Costa and Garmston (1994) describes these facilities (capacity or energy source) as "State of Mind". As an important result of research on metacognition, effective teaching and learning are understood as a process requiring skill and desire, as well as self-worth (Paris & Cross, 1983; reported by Paris & Winograd, 1990, 31). For this reason, teachers have many professional responsibilities for helping students improve their own self-worth. Costa and Kallick (2000) say that cognitive coach is like a mediator leading the students to be thoughtful, which they describe as mentally wandering to understand where you are. Understanding the behavior expected from teachers is essential for determining the program of objectives and anticipated level of quality standards before teacher education programs. Because of improved teacher training curriculum standards, candidate teachers will encounter a variety of unique tasks in schools of different individual characteristics and learn how to more effectively work with students in the classroom, to become more competent teachers (Basinger, 2000, 13; Cited in: Adıgüzel, 2008, 54). To create equal educational opportunities for all, the standardization of teacher qualifications has become compulsory. In this context, the Turkish Ministry of National Education developed and published the "General Competencies of Teaching Profession". Method The main objective of the research is to examine, in context, teachers' views on teacher qualifications with regard to cognitive coaching. Research is relational model work applied to teachers of social studies, science, and fourth class students at the Primary School Teacher Department at Kafkas University in the 2013 – 2014 academic year, with the purpose of taking the opinions on the cognitive coaching approach from the Faculty of Education. After removing a total of 222 teacher candidates because of incomplete or inaccurate information, the study group was formed and the data was analyzed. The scope of this study is not made to sampling; but was applied to the entire group. *Ed. Note: I don’t understand this. It sounds like you removed candidates and took a sample of the entire group, but this says the scope of the study was applied to the entire group. Which is it?] In this study, three data collection tool were used. 1. Measuring Form: Primary School teachers' views on specific areas of proficiency examination in the context of cognitive coaching approach. 2. Science Teacher teachers' views on specific areas of proficiency examination in the context of cognitive coaching approach were analyzed. 3. A Likert-type form was created to analyze and stratify the special field competencies (bottom (A1), intermediate (A2), top (A3)), according to the "Basic Education Support Project" developed by Ministry of National Education. [Ed. Note: I am unsure of your meaning here. Please pay special attention to this edit to be sure that I retained your original meaning.] Findings According to the results obtained from the research findings, teachers’ cognitive coaching on teacher qualifications was most closely related to the planning aspects of their opinions, including:  ‚School is in a cultural center by identifying the school's strengths and weaknesses<‛,  ‚Teaching and learning processes of students, readiness for the level of development as well as individual differences in accordance with the original way of plans<‛,  ‚Written, visual and audio materials, content, students development and readiness according to their level curriculum in an appropriate manner improves,.'' and,  ‚Teaching and learning processes, science and technology curriculum in line with the students' science process skills, development levels and learning styles taking into account the plans.'' Regarding the assessment dimensions of cognitive coaching, teacher candidate views on teacher qualifications included the following:  ‚Product evaluation to determine students’ levels of development, the next regular formative assessment use'', and  ''Students' developmental levels and measurement techniques to determine the question formats to diversify.‛ [Ed. Note: Many of these quotes do not make sense to me, and I am not sure how to edit them. I have not edited any of them because they are quotations, but I suspect they should be re-translated from Turkish (?) and edited accordingly.] The effect of cognitive coaching on teacher qualifications related to the size of the planning agents was examined, with Primary School Department students noting the highest participation in "Development properties that differ in the students by taking into account the methods and techniques diversify the statement", and the lowest participation is "teaching methods and techniques and training environment with special needs, according to the students by adapting organized events". Students from the social studies department chose "teaching and learning processes of students, readiness for the level of development as well as individual differences according to the original way of plans in the expression" as the most important, while the least important point was "Teaching effectiveness in the teaching methods and techniques with special needs and special education requirements that adapts to students". Students from science teaching department note the highest importance of "teaching and learning processes, science and technology curriculum in line with the students' science process skills, development levels and learning styles, taking into account plans", while the least important response was noted as "Teaching effectiveness in the teaching methods and techniques with special needs and according to students, who need special education‛. *Ed. Note: Again, I am not sure of your meaning here. It seems to me that you are referring to the most and least frequent responses to a questionnaire. If this is incorrect, then you should re-edit this paragraph.] Thoughts on cognitive coaching regarding teacher qualifications related to the size of the material was examined, with students from the primary school teaching department noting the most important quality as "in class effective communication medium", while the least important quality was noted as "students' in problem solving skills to develop, not worrying, data collection, inference and evaluation steps targeted problem-based learning, invention, various strategies such as containing organizes events‛. Social Studies Department Students responded that the most important quality was ‚students interested in the profession of the required training, knowledge, skills and personality traits determine", and the least important as "Scientific and Educational periodicals." Science Teaching Department Students marked the most important quality as ‚out of students of Science and Technology in the fields of misconceptions to identify and to resolve concept maps, concept networks, semantic feature analysis concepts and texts as well as various technical uses", with the least important quality for them was "Students' science requirement, using scientific methods development and the contributions of scientists to grasp the history of science drama, posters and brochures throughout the school organizes various activities such as the preparation.‛ *Ed. Note: Again, I am not sure of your meaning here. It seems to me that you are referring to the most and least frequent responses to a questionnaire. If this is incorrect, then you should re-edit this paragraph. Also, I have not edited the quotations, which I believe to be questionnaire responses. I am not sure of the meanings of these translations, but if they are original English responses, I did not want to misrepresent the language.] Thoughts on cognitive coaching regarding teacher qualifications related to the size of the assessment materials was examined, with classroom teaching academy students noting the most important response as "students' developmental levels for monitoring product evaluation alongside the process evaluation also regularly using the expression", and the least important quality as "measurement data in accordance with the students' selfassessment allowing them to be". Social studies department students noted the highest response as "measurement and evaluation studies in the program gains taking into account student assessment purposes‛, and their least important response was "students' skills development in monitoring families collaborated with the statement". Science teaching department students noted the most important response to be "students' in the developmental levels to determine the question formats and measurement techniques diversifies‛, while notice the least important as "teaching profession overall competence on the basis of his colleagues and managers as stakeholders taking views on a regular basis makes self-evaluation‛. These findings are in line with the planning of teacher candidates' cognitive coaching approach and their thinking about teacher qualifications, which are accepted positively by most. Conclusions, Discussions and Implications The importance of professional competence has been developed from students' opinions. When viewed from this perspective, the development of problem solving skills and higher level thinking skills involved in cognitive coaching are both an important element of teacher professional competence. Research findings demonstrate that students often noted that they "completely agree‛ with these conclusions from the questionnaire. In this context, cognitive coaching principles in teaching towards vocational qualifications may be accepted as a positive outlook. As a result, cognitive coaching is an important concept closely related to many other important ideas used in teacher education, including problem solving, creativity, critical thinking and self-efficacy. Nowadays, teachers must be trained to provide students with these most important features of education. The positive responses to the educational environment from the majority of teachers demonstrates that preparing the teacher in accordance with cognitive coaching regarding professional qualifications is extremely important for educating the next generation of teachers.