Teacher Training Paradigms of Countries with High Science Performing: The Case of Singapore, Finland, South Korea and Türkiye in the Light of PISA and TALIS Data

Year 2025, Volume: 12 Issue: Özel Sayı, 115 - 139, 30.11.2025

Rabia Sultan Güneş Koç

Abstract

This study aims to examine the teacher education paradigms of high-performing countries in science based on PISA and TALIS data. Conducted within the sample of Singapore, South Korea, Finland, and Türkiye, the research comparatively analyzes teacher competencies, professional development, and teacher education systems. The study is structured through a descriptive analysis method, drawing on data from the 2015–2022 PISA cycles and the 2018 TALIS results.The findings reveal that Singapore and South Korea stand out for their systematic mentoring frameworks, comprehensive professional development models, and the allocation of preparation time for teachers. Finland, on the other hand, enhances the quality of science teachers through graduate-level teacher education, practice schools, and research-based clinical models. Although Türkiye has implemented significant reforms in teacher education, it still exhibits areas for development, particularly in mentoring, the quality of professional development, and instructional planning time.TALIS data underscore that high science achievement is not solely a result of individual teacher efforts but is strongly associated with comprehensive and systematic teacher education policies. The study offers policy implications, particularly for Türkiye, by recommending the elevation of teacher education to the graduate level, the institutionalization of mentoring systems, and the alignment of professional development activities with classroom practices

Keywords

Science achievement , teacher training , TALIS , PISA

Fen Başarısı Yüksek Ülkelerin Öğretmen Yetiştirme Paradigmaları: PISA ve TALIS Verileri Işığında Singapur, Finlandiya, Güney Kore ve Türkiye Örneği

Abstract

Bu çalışma, PISA ve TALIS verileri ışığında fen başarısı yüksek ülkelerin öğretmen yetiştirme paradigmalarını incelemeyi amaçlamaktadır. Singapur, Güney Kore, Finlandiya ve Türkiye örnekleminde yürütülen araştırmada, öğretmen yeterlikleri, mesleki gelişim ve öğretmen yetiştirme sistemleri karşılaştırmalı olarak analiz edilmiştir. Betimsel analiz yöntemiyle yapılandırılan çalışmada, 2015–2022 PISA sonuçları ile 2018 TALIS verileri temel alınmıştır. Elde edilen bulgular, Singapur ve Güney Kore’nin sistematik mentorluk yapıları, kapsamlı mesleki gelişim sistemleri ve öğretmenlere sağlanan hazırlık zamanı gibi konularda öne çıktığını göstermektedir. Finlandiya’nın ise yüksek lisans düzeyinde öğretmen eğitimi, uygulama okulları ve araştırma temelli klinik modellerle fen öğretmenlerinin niteliğini artırdığı görülmektedir. Türkiye ise öğretmen yetiştirme sürecinde önemli reformlar gerçekleştirmekle birlikte mentorluk, mesleki gelişim niteliği ve planlama süreleri açısından hâlâ gelişim alanlarına sahiptir. TALIS verileri, yüksek fen başarısının sadece öğretmenlerin bireysel çabalarıyla değil, bütüncül ve sistematik öğretmen yetiştirme politikalarıyla sağlandığını ortaya koymaktadır. Çalışma, özellikle Türkiye için öğretmenlik mesleğini yüksek lisans düzeyine taşımayı, mentorluk sistemini kurumsallaştırmayı ve mesleki gelişimi sınıf içi uygulamalarla uyumlu hale getirmeyi önererek politika yapıcılar için çıkarımlar sunmaktadır.

Keywords

Fen başarısı , öğretmen yetiştirme , TALIS , PISA

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