Özet:

The professional development of teachers has been an important factor in the development of education in recent years. It is seen that the success of the countries which give importance to the professional development of the teachers in the international examinations, the quality of the education systems and the learning outputs of the students also increased. For this reason, it is aimed to improve the skills, attitudes and competencies that teachers need in order to uncover advanced educational outcomes for students. The purpose of this study is to investigate what the models used in the professional development process of teachers in four far east countries, South Korea, Japan, Singapore, and China (Shanghai), which have attracted attention in recent years with their success in education. The study is a review article as it provides a summary and / or a synthesis of information on a particular topic. The study focused on similar and different aspects of these models in the far eastern countries as well as models that are being applied for professional development of teachers. A detailed domestic and foreign literature search was carried out within these sub-objectives. Models such as mentoring, master/ head teacher, research sabbatical system and paid / unpaid leave of absence, lesson study and classroom observations have been reached in the far eastern countries in order to ensure the professional development of the teachers. These practices have made it possible for teachers to take the support of expert or experienced teachers, to have the permission for research, to do lesson plans collaboratively, to do class observations, to analyze problems and to bring solutions or suggestions, to benefit from websites or web applications and to do various research studies. Thus, the results to be acquired can uncover important ideas in raising teaching quality and in teacher training process

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