Comparison of Secondary School Mathematics Teacher Training Programs in Turkey and Germany

Abstract

The purpose of this study is to compare secondary school mathematics teacher training programs in Turkey and Germany in terms of entry requirements, training time, professional appointment process of the teacher candidates. Due to the nature of comparative studies documents are obtained from two different sources of data and descriptive analysis was conducted. In the stage of data collection the existing practices about teacher training in Germany and Turkey, books, magazines, printed resources such as scientific articles were used. According to the comparative findings the teacher training programs in Turkey are trying to obtain the needed subject area knowledge and pedagogical content knowledge theoretically. In Germany the needed knowledge are trying to give in a more practical way. On the other hand, both countries are different from each other in terms of entry conditions to teacher training institutions and conditions of appointment of the profession. in Germany teacher candidates go through many processes to be appointed as a noble teacher. It is seen that teacher candidates in Turkey have less time and opportunity in terms of teacher training and practice.