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Abstract

Problem Statement: There have been major reforms in the Turkish educational system within the framework of the requirements for full membership of the EU. One requirement is that there should be conspicuous development in educational spheres, including teacher education. In this context, Turkey has given particular attention to teacher education and defined a set of Teacher Competencies for teachers. The new Teacher Competencies are largely based on the Teacher Standards of England and Wales, with Britain being considered a model of good practice in teacher education. Knowing the students, Teaching and learning process, and attaching importance to National and Global values. Conclusions and Recommendations: We conclude what the reasons for the differences might be and what Turkey should take account of when revising the Competencies. Similarly, English educational policy makers scrutinizing the Turkish Competencies could usefully draw on their notion of the democratic classroom and on their focus on national culture. We have made some recommendations to contribute to two countries’ teacher education by shedding light on the Standards and Competencies. It is difficult to take all suggestions into account because each country has a different cultural context. In Turkey, however, some Standards might be incorporated in order for Turkey to come into line with other EU countries

Keywords

• Teacher competencies, teacher standards, comparative studies, teacher education

Türkiye’nin Genel Öğretmen Yeterlikleri ile İngiltere’nin Öğretmen Standartlarının Karşılaştırılması

Abstract

Keywords

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References

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42. Türkiye’nin Genel Öğretmen Yeterlikleri ile
43. İngiltere’nin Öğretmen Standartlarının Karşılaştırılması