Open AccessThe Comparison of Turkish and Chinese Primary Math Teacher Education Programs
Author(s) -
İmgehan Özkan Elgün,
Funda Uysal
Publication year - 2021
Publication title -
uluslararası eğitim programları ve öğretim çalışmaları dergisi/uluslararası eğitim programları ve öğretim çalışmaları dergisi :
Language(s) - English
Resource type - Journals
eISSN - 2146-3638
pISSN - 2619-9068
DOI - 10.31704/ijocis.2021.006
Subject(s) - practicum , turkish , curriculum , china , teacher education , mathematics education , christian ministry , content analysis , primary education , psychology , medical education , pedagogy , political science , sociology , medicine , linguistics , philosophy , social science , law
The aim of this study is to compare Turkey and China in terms of admission to primary math teacher education programs, the content of primary math teacher training programs and appointment to teaching post. Within the scope of this aim, document analysis method was used in the study. As data sources the websites of Ministry of Education, OECD, National Center on Education and Economy and articles on primary Mathematics teacher education systems and teacher education systems in general were used. The documents were examined in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post in Turkey and China. While choosing the countries, 2018 PISA Math results of China and Turkey were considered. According to the findings of the study it was concluded that although Turkey and China have some similarities in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post, there are also big differences between two countries. Accordingly, some suggestions are proposed especially for the Turkish teacher education system. Some of the suggestions are increasing the hours of practicum, having an interview before they are accepted to education programs, having an interview and a written exam in every five years after they are appointed to a teaching post.