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|Title:||Teacher training: A comparison of English and Turkish theory and practice.|
|Presented at:||University of Leicester|
|Abstract:||This study is a comparative analysis of systems and policies for teacher training in England, Wales and the Republic of Turkey. The introduction defines the terms of reference and sets up the framework of the recruitment, appointment and career expectations of trainee students in the two countries. The central sections of the study examine in details the structure and content of the teacher training curriculum in England, Wales, England and the Republic of Turkey. From this examination emerges a picture of two sharply contrasting approaches. The Turkish system is highly centralised with a strong emphasis placed upon students acquiring theories of knowledge. In England and Wales a very decentralised system is gradually becoming more centrally driven by Government and its related agencies. However, the thrust of central documentation and directives does not entirely negate the amount and extent of applied theory which English students acquire in the course of an increasingly school based training. The study concludes by examining the likely future direction of teacher training in the context of the Republic of Turkey joining the European Common Market. Centrally imposed policies, while providing clarity, will need to be tempered by some of the pragmatic flexibility which is a current feature of the English system. A fusion of the strengths of both systems will be necessary for the successful implementation of teacher training in both countries as the twenty first century draws closer.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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