Akademi (ISSN: 0568-4080)

Description

In this study, the teacher training system implemented in Turkey and Spain have been compared in regard to
the stages for university entrance of pre-service teachers, university education and stationing process of preservice teachers, career and professional development after becoming a teacher, professional prestige, teacher
needs and teacher profile of countries. It is aimed to identify the similarities and differences between the
practices as well as to present concrete suggestions in terms of the teacher training system in Turkey. In the
current study, as a qualitative research model, scanning method and as a comparative education approach,horizontal and descriptive research were applied. In the analysis of the data, document analysis method was
implemented. The findings demonstrate that, there are similarities concerning the exams applied at the
university entrance stage for teacher candidates in Turkey and Spain, the practices made during the stationing
process of the teachers, the in-service training activities for the professional development of teachers and their
professional prestige. On the other hand, various differences were determined in regard to the length of
middle school teacher candidates' university education, the model of teacher training and the type of major
they graduated, the professional career of teachers, the financial contributions of in-service trainings for
teachers, and the teacher needs and teacher profiles of the two countries. In light of this data, various
suggestions have been offered regarding Turkey's teacher training system.