Türkiye’deki İlahiyat Fakültelerinde Ana Dili Arapça Olmayanlara Arapça Öğreten Öğretmenler İçin Gerekli Mesleki ve Pedagojik Yeterlikler

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Mısırlı A.

majalat 'iissisku lilughat alearabia, cilt.2, sa.2, ss.275-315, 2025 (Hakemli Dergi)

Özet

Education is rapidly moving toward the future in response to advances in artificial intelligence and their far-reaching implications. This development requires educational institutions to prepare teachers in accordance with the demands and skills of the twenty-first century. The same applies to teacher education programs for teaching Arabic to non-native speakers. Several studies have revealed that these programs primarily focus on specialized university-level linguistic preparation, while giving insufficient attention to professional and pedagogical preparation curricula and cultural preparation programs. The problem becomes more complex when it is recognized that many of these teachers are graduates of non-education faculties and therefore require professional pedagogical training, particularly in teaching methods and instructional skills. This need has also been confirmed by several evaluative studies examining the performance of Arabic language teachers at Turkish universities.

Accordingly, this study aims to examine the current state of Arabic language teachers working with non-native speakers at these universities and to identify the professional and pedagogical competencies they need. The study adopts a descriptive research approach to develop a list of professional competencies that can guide teacher training programs. This approach is intended to ensure that such programs are based on teachers’ practical needs rather than on the arbitrary theoretical assumptions of program designers, thereby identifying the pedagogical competencies required for teaching Arabic to non-native speakers.

Keywords: Faculties of Theology, Teaching Arabic to Non-Native Speakers, Professional Competencies, Teacher Education.