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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.996242 Volume 3 │ Issue 10 │ 2017 LIBERAL ARTS COURSES IN TEACHER EDUCATION Gülgün Bangir Alpani, Gürcü Koç Erdamar Dr., Associate Professor, Gazi University, Education Faculty, Educational Sciences, Turkey Abstract: Liberal arts courses (LACs) have been introduced in education faculties for high quality teacher education. This study aims to examine the views of education faculty lecturers, graduates and senior year students about the place and implementation of LACs in teacher education. The study group of the qualitative study includes lecturers (17), senior year students (21) and graduates (19) who volunteered to participate in the study. Data were collected through semi-structured interviews. One-to-one interviews were held with lecturers and graduates, and 30-45 minute focus group interviews were held with groups of 3 to 5 senior year students. Data analysis involved the formation of a list of codes. Related codes were gathered together for thematic coding. The following themes emerged from LAC-related lecturer and student comments: General perceptions, contents, implementation, lecturer quality, measurement and evaluation in LACs, recommendations and desired LACs. The study ends with recommendations for teacher education. Keywords: teacher education, liberal arts courses, lecturer views, student views, education faculty 1. Introduction Teacher education programs have long included subject area, professional knowledge and liberal arts courses. This taxonomy was based on the results of studies on teacher qualities, which suggest that teachers need to be both cultured and knowledgeable in their profession and their fields (Özyürek, 2008). The following teacher qualities have Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 115 Gülgün Bangir Alpan, Gürcü Koç Erdamar LIBERAL ARTS COURSES IN TEACHER EDUCATION frequently emerged as important from previous studies: Being creative and innovative (Ferrari, Cachia and Punie 2009), coming to class prepared, having a positive approach to life, being fair, having a sense of humor, being compassionate (Walker 2008; Çelikten, Şanal and Yeni, 200 ; Okçabol, 200 , and understanding students Bany and Johnson 1975). These qualities constitute the profile of a socially and emotionally developed, self-actualized, modeling, effective and reliable leader-teacher. What may be the contributions of subject area, professional knowledge and liberal arts courses offered in teacher education programs to the formation of this desired teacher profile? What group of courses may bring such an outcome? Subject area, teaching profession or liberal arts courses? Or is there a need for a totally different model with courses outside this taxonomy? Such questions emphasize the need for discussing the issues of teacher education policies, models, strategies, courses and restructuring. This study examines liberal arts courses (LACs), which have an important place in teacher education programs at education faculties. Based on lecturer and student views, the place and importance of LACs in teacher education is discussed. It is hoped that the study will benefit the field of teacher education. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1061 European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 116