Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.18, 2017 21 Teacher Qualification Influence on Teaching Cross-Curricular Skills: A Study Based on PISA 2015 Assessment Assoc. Prof. Dr. Sait Akbaşlı Hacettepe University, Faculty of Education, Ankara, Turkey Assoc. Prof. Dr. Mehmet Şahin Necmettin ErbakannUniversity, Ahmet Keleşoğlu Faculty of Education, Konya, Turkey PhD. St. Zeliha Yaykiran Hacettepe University, Educational Science Institute, Ankara, Turkey Abstract The study aims to examine the effects of educator qualifications on teaching cross-curricular skills in Korea, China due to their achievements at PISA 2015 assessments. The study indeed designed as a correlational research study. The research focuses on teacher qualifications as pre-service education and professional development in Korea and China. The sample covers teachers that are participants of PISA 2015 assessments. The data of the study was comprised of teachers’ surveys that responded in Korea, and China in PISA 2015. Study revealed that teacher qualifications in Korea and China have positive influence on bringing students in cross-curricular skills that are essentials for deeper learning. The study also indicated that both pre-service teacher education and teacher professional development in service had a statistically significant effect on teaching cross-curricular skills and these are the predictors of students’ successful performance in Korea, and China. Keywords: PISA, pre-service education, professional development, teacher qualification 1. Introduction Korea and China are two of the top performing countries according to PISA 2015 assessments. In order to dig out their success students’ ability to of problem solving and critical thinking, learning to learn etc. skills becomes vital as we call them “cross-curricular skills”. Since, both Korea and China are known with their sensitiveness regarding to teacher qualifications, this research was conducted to clarify whether or not teaching cross- curricular skills can be predicted by teacher qualifications as the education and professional development obtained. The aim of the study is to investigate the teacher pre-service education and professional development during the service influences on teaching cross-curricular skills that are vital for students’ success according to the results of the PISA 2015. Within the scope of this purpose, the following questions were sought: According to PISA 2015 assessments in Korea and China: a. At the schools where the PISA application was conducted, to what extend the ability to teaching cross- curricular skills are explained by teachers’ pre-service education for both countries Korea and China? b. At the schools where the PISA application was conducted, to what extend the ability to teaching cross- curricular skills are explained by professional development obtained in service for both Korea and China? 2. Literature Review Teacher Training in China: Students who graduate from one of the secondary education programs may apply to the higher education, namely the teaching departments, by the examination of the central government. However, some universities in China determine their own exams and criteria themselves. For some universities, centralized examinations are sufficient, and some universities are inadequate, so they do their own examinations (Sezgin, 2008). Pre-Service Teacher Education: Government officials and relevant departments at various levels organize teacher education and encourage youth to be trained at various levels in teacher schools. The schools that will provide teachers with advanced levels of study at different levels will undertake the task of raising teachers for primary and secondary schools. Students of Teacher Schools may benefit from professional scholarships opportunities. Governmental administrative education departments, units and schools responsible for school affairs organize teacher education programs and govern the various forms of ideological, political and vocational education among the teachers. State organs, institutions, and other social institutions shall provide them with convenience and assistance in the social investigation and social practice of teachers. Governments prefer to take measures in order to train teachers for the regions, ethnic minority groups, remote and poor regions. A declaration issued by the Chinese central committee and the state council in 1999, introduced a system that is fully supporting the quality of education and deepening reforms in education (Sezgin, 2008). In