Halil İbrahim KAYA [1] , Özden DEMİR [2]
The main purpose of this study is to examine pre-service teachers' opinions about teacher competencies in the context of cognitive coaching approach. The research is in the relational survey model. The data of the study was the assessment form for the examination of the opinions of the pre-service teachers in primary education in the context of the cognitive coaching approach, the assessment form for the examination of the opinions of the social studies teacher candidates in the context of the cognitive coaching approach, the cognitive coaching approach of the science teacher candidates' opinions on the competencies in the special field. In the context of the examination, four data collection tools were used, including the measurement form. In terms of teacher professional competencies, classroom teaching, Among the competence areas included in social studies teaching and science education programs; planning and organizing the learning and teaching process, learning and teaching environment and development, monitoring and evaluation, cooperation with school, family and society, ensuring professional development, developing language skills, monitoring and evaluating language development, scientific and technological development, individual responsibilities and socialization It is observed that the areas of monitoring and evaluating development are in line with the dimensions of the cognitive coaching approach in teacher education. From these points of view, teaching special field competencies are an important element in the development of problem solving skills and in cognitive coaching in the development of higher-order thinking skills, which are frequently emphasized in educational programs.
