Özet:

The main purpose of this study is to evaluate teacher improvement approaches which are developed based on assumptions such as “qualifications of teachers are inadequate,” “changing world makes long-embraced teacher competencies unvaluable or unhelpful, giving rise to new competencies,” “teachers are unsuccessful, and must be educated” particulary in the context of recent practices in Turkey. Various inconsistencies and mishandling of the issue stand out in teacher education practices lately introduced by the Ministry for Education. The necessity to replace this approach that is problematic in terms of its assumptions and method with an approach built on consistent theoretical foundations, and focused on teacher self-improvement is evident. In this regard, laying the groundwork for the development of a conducive environment for teachers to improve themselves must be given priority, in parallel with practices carried out as part of a holistic approach that is predicated on teacher self-development rather than teacher education.

Anahtar Kelimeler: