International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
only teachers but also other occupational categories that are beneficial to the country (Atanur Baskan, 2001).
According to Öztürk, having met a great amount of the teacher requirement of primary education in the
countryside, village institutes, an authentic model for Turkey in its history of teacher training, provided
approximately 15.000 teachers and 2.000 paramedics within the period of 1940-53. This was seminal to the
opening of first co-training teacher college in 1954 (Üstüner, 2004).
Regulations On Teacher Training (Significant Decisions)
New regulations on teacher training systems in Turkey started in 1974. These new decisions and applications
can be summarized as follows:
In line with the Fundamental Law of National Education No. 1739 two-year education institutes opened in
order to train primary school teacher in higher education institutes. Main objective of these schools was to train
primary school teachers. 30 of these institutes, which amounted to approximately 50 in 1976, were later closed
(Üstüner, 2004). Then, in 1980 the number came down to 13. However, in 1987 the number of these schools
again increased and became 17 (Ataünal, 1987). According to Baskan, these schools could not yield the
desired results between 1975-80 years due to some overwhelming problems such as the political events and
oppression, and lack of faculty staff.
The most significant step taken towards teacher training systems in Turkey after 1974 was the decision made in
1981. This regulation brought all teacher training institutes belonging to the Ministry of National Education
together as universities attaching them to YÖK (The Council of Higher Education) on July 20, 1982
(Yükseköğretim Kurulu, 2007). After this regulation primary school teachers and high school teachers began to
be trained by higher education schools and faculties of education, respectively (Atanur Baskan, Aydın, Madden,
2006).
In 1989, two-year higher education schools were turned into four year faculties by a decision of the Council of
Higher Education (YÖK) on May 1989. Hence, Higher Education Schools began to provide an education equal
to that of Faculty of Education (Özoğlu, 2010).
As of 1992-93 Academic Year, training primary school teachers continued within the primary school teacher
training departments of Faculties of Education (Atanur Baskan, Aydın, Madden, 2006).
Restructuring On Teacher Training Systems
Restructuring efforts in Turkey can be investigated under the following groups:
1998 Regulations: Restructuring Of Faculties Of Education.
YÖK-World Bank Pre-Service Teacher Training Project, which started in 1994 as a result of Ministry of
National Education and YÖK cooperation, was put into effect in 1998. Within the frame of this project,
“Restructuring of Education Faculties” application was implemented as of 1998 (Atanur Baskan, Aydın,
Madden, 2006).
Main objectives of this new application were to bring forth the quality dimension of teacher training and
remove the deficiencies in the training program.
Taking the activities of 1998 restructuring into consideration new regulation can be listed as follows:
Previously determined 4-year education duration for preschool and primary school teacher candidates was
retained (Kavak, 2009).
Moreover, together with this new application “minor” (secondary field) certificate became possible.
According to Baskan this application specifies music, art, sports or computer teaching as a secondary field for
primary school teachers, and provides the primary school branch teachers with the opportunity to select at least
one minor (Atanur Baskan, 2001).
Master’s programs without dissertation began for the secondary school teacher nominees, which also led to
fixing the duration of secondary school branch teacher programs in education faculties as 5 years. The new
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