Abstract:

This study is aimed at evaluating teachers training systems in countries such as Finland, Singapore, the United States, the UK, Japan and Germany, and in Turkey. In this study, the method of scan of the field was used. In this study, the relevant fields and educational systems were studied in order to be assessed by schools that educate teachers in different countries. To be a teacher in the countries discussed in the study, it is necessary to enter a central exam after secondary education. In these countries, pre-service teaching periods are usually seen as 5 and 6 years. The conclusion can be made that in all countries the practice is paid great attention during teaching education and that the theory and practice are intertwined and that the status of teaching is high. Teachers in the occupied countries are required to participate in service education activities during the application process or after the start of employment. Another point of attention is that in most countries the teachers' needs are coordinated and the faculty's capacities are determined in a coordinated manner, and the teachers' candidates have no fear of unemployment or are at a low level. According to the results of the research, various recommendations have been developed.

Abstract:

This study aimed to evaluate teacher training systems in Turkey with countries such as Finland, Singapore, United States of America, United Kingdom, Japan and Germany which draw attention to education. In this qualitative study, literature review method was used. In this study, related literature and education systems were examined in order to evaluate the teacher training schools in different countries. In order to be a teacher in the countries discussed in the study, it is necessary to take a central examination after high school. In these countries, pre-service teacher training periods are generally seen as 5 and 6 years. The importance of implementation during teacher education in all countries and theory of application together and besides it can be concluded that teaching status is high. In the countries considered, teachers should participate in the in-service training activities during the candidacy process or after starting work. Another point that draws attention is that in most countries, due to the need of teachers, the quota of the Faculty of Education has been determined in a coordinated manner, it can be concluded that the teacher candidates are not afraid of unemployment or are low level. Various suggestions have been developed in accordance with the research results.

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