Özet:

This paper examines recent and current research into teacher training/pedagogy in higher education, and provides an overview of the existing studies into the concept’s effectiveness. This examination is based on ‘teacher beliefs’ studies conducted in the literature in relation to teacher training/pedagogy programmes, and thus only draws conclusions according to those studies. The present paper highlights important factors of certain training/pedagogy programmes around the world, such as their duration, content and philosophy, as well as their context-bound nature, and discusses why such factors have resulted in research in this area remaining inconclusive. Links are also made to the field of EFL, where research on the effectiveness of teacher training/pedagogy is lacking and immature. Areas and aspects which require more research are also addressed, and suggestions are made for future research.

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