A COMPARISON OF ENTRY REQUIREMENTS FOR TURKISH EDUCATION DEPARTMENTS WITH NATIVE LANGUAGE TEACHER TRAINING PROGRAMMES IN LEADING EUROPEAN UNION COUNTRIES

Abstract

Turkish, that is seen as the key of success at the other lessons, has great importace for every stage of education. Due to the importance that is mentioned, it is essential that pre-service education of Turkish teachers has to be planned with great precision. To train equipped Turkish teachers, quality of students which are enrolled, is important as much as program curriculums. Turkey aims to reach the standarts of Europen Union in various fields that includes education. Accordingly, some of the findings that can give opinion to authorities and experts about regulations of teacher training which are tought to be realized in our country, can be optained from leading countries of European Union. This study focuses on collecting qualitative data. Additionally, this study is carried out using “screening model” which is predicated on determining the relations between systems that are used in comparisons. Besides, the horizontal approach is used in which the smilarities and the distinctness of the education systems are simultaneously determined. In the analysis phase of the data, the safari method is used which is described as “collecting and evaluating data after one or more resarchers investigate the countries in qualitative researches”. Consequently, it is determined that the native language teacher candidates in Germany, France and England are expected to meet various requirements when they apply the relevant higher education programs compared to our country. Whereas, in Turkey, YGS and LYS results are the only criteria for matriculation in Turkish education departments; thus, qualification problems about the teacher candidates can be encountered.

Keywords

• Turkish Education Departmen
• Comparative Education
• Admission Requrements
• Turkey
• European Union.