Abstract:

In this study it is aimed to investigate and to evaluate the development of Turkey’s teacher training programmes. The study is an observation of current programmes in terms of their success in satisfying social expectations and needs. The study has a historical perspective on the topic. Educational institutions set by the authority have been investigated regarding their effectiveness in solving the problems of teacher training programmes. After investigating teacher training programmes basically in three periods as ‘pre-republican period, early republican period and modern period’, current situation is researched under ‘today’s practice of teacher training programmes’ topic. It is obvious that educational policies are tend to change according to society’s political choises as well as social needs. ‘Village Institutes’ which have a deep influence on our educational history is a good reflection of this hypothesis. The study also extends its review to the regulations which were conducted between 1994 and 1998 under the coordination of National Council of Higher Education (YÖK) and World Bank. Though it brings several innovations and modernizations to the higher education system and teacher training programmes, this reform project has been criticized in some points. For example closing down the departments of educational sciences at graduate level is among the critics. Some studies which have a comparative approach for teacher training programmes applied in Turkey and some other countries have been mentioned. Last part of the study gives some solutions in general framework for the problems defined. The study draws several implications which can be taken into consideration to set an innovative and contemporary teacher training programme in Turkey.

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