Academic journal article College Student Journal

An Examination of the Content Knowledge Exam for Classroom Teaching in Accordance with the Opinions of the Branch Experts

Academic journal article College Student Journal

An Examination of the Content Knowledge Exam for Classroom Teaching in Accordance with the Opinions of the Branch Experts

Article excerpt

The need for and employment of qualified teachers have always been in the agenda since the foundation of our country. It is aimed with this study to reveal the convenience of the Content Knowledge Test for Teaching (CKTT), which was first held in 2014, in terms of the content of the classroom teaching undergraduate programs, general competencies of teaching profession and classroom teaching special education competencies. Another purpose of the study is to reveal exam's effect of meeting the need for qualified classroom teachers and the opinions of the branch experts about the subject.

The research was constructed with the case study method which is one of the qualitative research methods. The research was also supported by semi-structured interviews. The study group of the research is composed of 13 associates who are experts in the branch of classroom teaching. Descriptive analysis technique was used for analyzing the data.

It was determined according to the findings obtained in the research that the Content Knowledge Test for Classroom Teaching, which is another exam used for in the classroom teaching employment other than PPSE, falls short of meeting the need for qualified classroom teachers and measure general competencies of teaching and specialty competencies of classroom teaching. Furthermore, it was concluded from the interviews with the experts that it is necessary to work on an exam system in which interviews and performance observations are utilized and the achievements during the undergraduate programs are evaluated alongside the multiple-choice exam application by keeping the objectivity in mind.

Key Words: Undergraduate Program, CKTT, Content Knowledge Test, Opinions of Academicians


The subject of training teachers has been primarily concentrated on by governments within the context of our educational system since the first years of the Republic. Especially during the first years, training teachers for primary schools was emphasized as a part of dissemination of educational services across the society (YOK, 2007: 27). Search for a better system of training teachers has continued and different practices have been applied since the first years of the Republic. Mete (2009) states in the doctorate study 'Teacher Assignment Policies based on the Equal Opportunities' that there has been an effort historically to meet the need for reforms to be made for teacher employment only through regulations due to reasons such as financial crises, liberal policies, and increasing need for teachers in parallel with rapid population growth without looking for radical solutions. Even though part of these practices has come to an end, those such as paid teaching are still in progress.

The Ministry of National Education (MNE) started to assign teachers when necessary after the Teaching Competency exam was abolished in 1992. Yet, the number of candidates had exceeded the need, and the need for an exam had been brought to the agenda once again (Yttksel, 2004: 3). The exam has been held under several names and is being held under the name of Public Personnel Selection Examination (PPSE) at the moment. While the exams had been composed of the tests of General Ability-General Culture and Education Sciences until 2014, the CKT for Classroom Teaching was added to these exams in that year.

As for the current classroom teaching undergraduate program, branch courses and branch teaching courses form the majority of the program with 82 credits and 92 class hours. However, this majority has not redounded on the exams. When one looks at the previous PPSE, there were 60 questions each for tests of General Ability and General Culture and 80 questions for the Education Sciences test. The content knowledge test was composed of 40 content knowledge questions and 10 branch teaching questions (OSYM, 2015: 10). This causes certain problems such as scope validity, imbalanced distribution of questions and weights. …

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