@article{article_1754998, title={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}, journal={Baskent University Journal of Education}, volume={12}, pages={115–139}, year={2025}, author={Güneş Koç, Rabia Sultan}, keywords={Fen başarısı, öğretmen yetiştirme, TALIS, PISA}, 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}, number={Özel Sayı}, publisher={Başkent Üniversitesi}