Generic Teacher Competencies: The Building Blocks in Turkey, Singapore, and Hong Kong

This study compares the general teacher competencies identified for teachers in Turkey with those in Singapore and Hong Kong. Employing the principles of qualitative research paradigm, the sample of the study involved three countries that were selected through extreme case sampling based on their unusual or special position, including their outstanding successes or notable failures in the international assessments of student performance such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). The data involved the collection of primary documents that were published by the responsible governmental institution in each country, and were analyzed descriptively. Based on the findings, this study reports that there are certain similarities across the general competencies identified in three countries as there are commonalities and consensus to some extent in the definition of effective teaching across cultures. On the other hand, each country also places special emphasis on distinct competencies given the fact that how teacher competencies are defined is also tied to each country’s history and culture. Accordingly, the present study might offer insights into reconsidering and revising the general competencies that are expected from teachers in Turkey. In so doing, the study might further offer a ground for interconnected teacher education policies that could be developed on the basis of the revised competencies.