Özet:

The aim of the study is to compare the educational systems of Ottawa University in Canada and Trabzon University in Turkey. In this study, the descritive method applied in comparative studies was used. Also in the study,the entry requırements, curriculum of the primary school teaching programme, content of the lessons and regulations of this programme, graduation conditions, professional appointment process of the teacher candidates and professional development practices in both countries were examined. Within the scope of the study, Ottawa University in Ontario, Canada and Trabzon University in Trabzon, Turkey were examined in terms of primary school teaching programme. The data was collected from the teacher education programmes and curriculum of Turkey and Canada and comparative studies about these countries. At the end of the study,It is found that there are some similar and different aspects in primary school teaching system of both universities. In Turkey, the central exam results are taken into account for the entry of teacher training ınstituions. On the other hand, in Canada in stead of any exam, the high school grade point avarage and portfolio are ecvaluated in the entry of the teacher education programmes. In the Professional appointment process, The central multiple choice exam is done in Turkey. On the other hand, in Canada, teacher candidates have to complete one-year formation education to appoint as a primary school teacher.

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