Comparative Examination of Teacher Training Programs in Turkey, Singapore, Japan and Estonia
Asst. Prof. Dr., University of Recep Tayyip Erdogan, Turkey, email@example.com
In this study, it is aimed to compare the teacher training programs of Singapore, Japan, and Estonia, which rank among the top three, with the teacher training programs of Turkey, which is in the low rank of countries. This study was conducted using screening model that aims to describe an existing situation. In this model, it is not aimed to change the situation discussed in a research, rather it aims to just observe it. The study group is consisted of current teacher training programs of these three countries. The reason of involving the programs of these two foreign countries into the study group is that students from these countries are placed in the upper quartile in international exams such as TIMSS, PISA, and PIRLS. Additionally, Japanese teachers are placed in the ranking. The Faculties of Education and Educational Sciences have been restructured in order to improve the quality of the Faculties of Education and to make them capable of responding to changing and dynamic needs. In order for teachers in Turkey to begin duty, they are first required to graduate at the level of a bachelor degree from one of teacher education programs or graduate with pedagogical formation certificate from other faculties. Students in Turkey can be put into training programs only according to their exam scores additional examinations and interviews are carried out in Singapore and Japan, which increases the chances of people in Singapore, who are more appropriate to the teaching profession from a cognitive or effective point of view. In Estonia, Some teacher related features are listed under the conceptualizations such as competence, standard, quality etc. These can be used for teacher-related different purposes such as selection, employment, rewarding, bringing to book, vocational training and development.
Keywords: Teacher training programs, countries education systems, accreditation of undergraduate programs
|FULL TEXT PDF|