The general competencies of teaching profession are defined as “the skills, knowledge, and attitudes required to fulfill the teaching duties (profession) efficiently and effectively the teaching duties” (MEB, 2017) and they are very important for the success of Turkish educational system. There is no doubt that the professional knowledge, one of the three competences of teaching ranking as first, is acquired during the teaching education. Implementing educational programs focusing on the occupation, the faculties of education (education faculties) train teachers with standard profession and general culture. However, besides the faculties of education, the number of those, who are becoming teachers by attending Pedagogical Certificate Programs, is increasing dramatically as well. The students of German Language and Literature Department, who get a degree as philologists and have difficulty in finding a job, choose teaching as a career by participating these Pedagogical Formation Certificate programs during or after their university education as philologist and had problems in finding a job, participate in a Pedagogical Formation Certificate Program during or after their university education, enter teaching profession/ choose teaching as a career. In the present qualitative study consisting of four stages, , the “occupational” competencies gained during the process for becoming a teacher, curricula, Pedagogical Formation Certificate Program lectures, and contents (as of the date of 08.16.2020) are comparatively examined for German Language and Literature Department and German Teaching Department graduates. After analysing the document contents accessed on webpages, they were classified and compared within themselves. The evaluations were performed on the program competencies, curricula, and Pedagogical Formation Certificate Program lectures at the Department of German Language at Akdeniz University and Literature and at the Department of German Language Teaching at Hacettepe University. As a result of the research, it was seen that German Language and Literature graduates who became teachers by participating in the Pedagogical Formation Certificate Program had to start their business life with less knowledge than the graduates of German Language Teaching. It has been suggested that this gap can be filled with elective courses in German Language and Literature departments in eight semesters.
Keywords: teacher competencies, occupational knowledge of teaching, curriculum of German Language and Literature, curriculum of German Language Teaching, Pedagogical Formation Certificate Program