A major educational debate today concerns how to recruit and prepare teachers all over the world. In other words policy makers in education attempt to figure out high quality initial teacher training programs. Similar...A major educational debate today concerns how to recruit and prepare teachers all over the world. In other words policy makers in education attempt to figure out high quality initial teacher training programs. Similarly, one of the main controversial issues in Turkey is who is going to be a teacher. Alternative programs for recruiting and preparing teacher have been devised, discussed, and applied. However, these programs have been implemented not because of results of research comparing the effectiveness of teachers from different types of preparation backgrounds but the program has been implemented because of current government policies. Since Turkish education system is centralized, the Ministry of National Education appoints all novice teachers according to their scores in the nationwide state examination conducted by state for state employee. Teachers in Turkey are recruited from two sources： One is education faculty graduates to be teacher at elementary, middle and high schools. The other source is different faculty graduates such as faculty of literature, art, science, theology, and etc. to teacher, particularly, at high schools. The aim of this study is to review teacher training and recruitment in Turkey from 1923 to present. The method of this study is to analyze printed document and changing policies and reforms about training and recruiting teachers in Turkish schools. During the Republic Era teacher training policies and applications have been changed several times radically. In addition, the effectiveness of factors on teacher training policies in terms of year and theory is indicated.展开更多
文摘A major educational debate today concerns how to recruit and prepare teachers all over the world. In other words policy makers in education attempt to figure out high quality initial teacher training programs. Similarly, one of the main controversial issues in Turkey is who is going to be a teacher. Alternative programs for recruiting and preparing teacher have been devised, discussed, and applied. However, these programs have been implemented not because of results of research comparing the effectiveness of teachers from different types of preparation backgrounds but the program has been implemented because of current government policies. Since Turkish education system is centralized, the Ministry of National Education appoints all novice teachers according to their scores in the nationwide state examination conducted by state for state employee. Teachers in Turkey are recruited from two sources： One is education faculty graduates to be teacher at elementary, middle and high schools. The other source is different faculty graduates such as faculty of literature, art, science, theology, and etc. to teacher, particularly, at high schools. The aim of this study is to review teacher training and recruitment in Turkey from 1923 to present. The method of this study is to analyze printed document and changing policies and reforms about training and recruiting teachers in Turkish schools. During the Republic Era teacher training policies and applications have been changed several times radically. In addition, the effectiveness of factors on teacher training policies in terms of year and theory is indicated.
