Abstract:

Teachers need to continually update their professional skills and competencies to be able to perform effectively and meet expectations. To make teacher education more qualified, it is important to determine international general structures and orientations in education. The aim of this study is to examine classroom teacher training systems of the United States, Japan, Singapore, and Finland. Teachers’ training systems were included as pre-service teacher education, the structure, and content of the classroom teaching program, conditions for starting the teaching profession, early career teaching, and continuing professional development. As a result of the study, it was found that similar structures and processes were followed in the teacher training system of the countries, but there were differences in the practices. There is a specific need for regulations within continuing professional development among classroom teachers in Turkey as well as the selection requirements of teacher candidates. Teachers' professional development should be encouraged to take place cooperatively with colleagues. Additionally, in-service training should be planned according to teacher needs.

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