Abstract
Pre-service teacher education (PTE) is vital because adequately-prepared teachers positively add to
student performance, school effectiveness, and the efficiency of an entire system of education in a
country. This study aimed to examine the current pre-service teacher education (PTE) practices in
Turkey by identifying the significant factors of pre-service teacher education to provide
suggestions for the improvement of PTE. Therefore, the findings of this study will provide a
reasonable basis for strengthening the quality of pre-service teacher education, which will, in turn,
contribute positively to the quality of teachers. The present study is designed to examine Turkish
secondary school teachers' perceptions of their preparation for the teaching profession. The sample
of this study was selected by random cluster sampling as 800 teachers from 14 different cities
located in seven geographical regions – two cities in each region. AMOS 20.0 was used for the
testing of the pre-service teacher education model through path analysis. Attitude towards preservice teacher education in general, curriculum, practice, proficiency, and relevance of theory
with the practice was considered as endogenous variables, and preparedness was considered as an
exogenous variable. Data obtained from quantitative results have shown that teacher preparedness
as a dependent factor consistently relates to independent factors that are inter-related; i.e., teaching
practice has a significant impact on the relevance of teaching practice, the relevance of teaching
practice has a significant impact on proficiency and proficiency has a significant impact on
curriculum, and curriculum has a significant impact on PTE in general. Future research would be
conducted on the factors affecting the in-service teacher training programs.
M. Zeki Tasdemir, Muhammad Zaheer Asghar, Muhammad Zafar Iqbal. (2020) A Study of the Significant Factors Affecting Pre-Service Teacher Education in Turkey, Bulletin of Education & Research, Volume 42, Issue 1.
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