A Study on preservice teachers’ perceived preparedness levels regarding instructional planning and creating learning environments

Thesis Type: Postgraduate

Institution Of The Thesis: Middle East Technical University, Faculty of Education, Department of Educational Sciences, Turkey

Approval Date: 2019

Student: Nurdan Karaca

Supervisor: HANİFE AKAR


The purpose of the study was to investigate perceived preparedness levels of senior preservice teachers regarding instructional planning and creating learning environments at a state university in Northwest Turkey. Variables of gender, high school type, department, GPA, desire to become a teacher and desire to continue graduate education in educational sciences field were examined to see if there were significant differences in preparedness levels of preservice teachers in terms of these variables. By examining preparedness levels, it was ultimately aimed to see whether the previous teacher education programs could help preservice teachers acquire the currently mandated General Teacher Competencies (GTC) as they continued their education with those programs. To this end, the survey instrument, Preparedness to Teach Questionnaire (PTQ) was developed by the researcher in line with MoNE’s GTC 2017 version and the related literature. A cross-sectional survey was conducted and 232 senior preservice teachers constituted the participants of the study. The findings showed that senior preservice teachers perceived themselves ‘completely prepared’ to teach in instructional planning and creating learning environments. When the differences regarding variables were investigated; significant differences were found in variables of gender, high school type and GPA. On the other hand, perceived preparedness levels did not differ significantly regarding the variables of department, desire to become teachers and desire to continue graduate education. The study findings may make contributions to teacher education programs in question. Additionally, searching preservice teachers’ preparedness levels in the other main competencies of GTC 2017 version is suggested for further study.