Current Issues in Teacher Training

Changes in the demographic structures of countries, socio-economic developments, and the search for innovations required by the age make it necessary for the teacher education process to be continuously reviewed and improved. In this context, the content of teacher education programs, as well as the principles on which they are based, must be updated and revised institutionally to ensure their effective implementation. This book has been prepared in response to this need, with the expectation that several fundamental issues—whose reconsideration is essential in nearly all teacher-training programs—will be brought back into focus. In this respect, the opening chapter establishes the philosophical foundation of this volume by introducing the concept of worldview and outlining its principal classifications. By examining the naturalist worldview underlying modern science, it invites readers to reflect on the epistemological assumptions that shape contemporary educational practices. The chapter situates worldviews within learning environments and instructional decision-making, demonstrating that teaching is not merely technical but deeply value-laden. It concludes by offering concrete recommendations for preparing future teachers to recognize, interrogate, and responsibly navigate worldview issues as part of their professional formation. Building on this conceptual grounding, the second chapter turns to the rapidly transforming landscape of the 21st century and the corresponding need for new learning skills. It critically examines the limitations of traditional learning approaches in a world marked by globalization, digitalization, and a knowledge-driven economy. Central competencies—critical thinking, problem-solving, communication, collaboration, and digital literacy—are explored in depth alongside strategies for cultivating them in children. By emphasizing creativity, innovation, experiential learning, and self-directed lifelong learning, the chapter presents a comprehensive framework of 21st-century skills essential for learners’ success in education, work, and civic life. The third chapter shifts focus to sustainability, detailing the principles of sustainable development and interpreting the 2030 UN Sustainable Development Goals through an educational lens. It positions education as a transdisciplinary endeavor, illustrated through practices such as Eco-Schools and Green Campus initiatives that model sustainability in institutional life. By linking sustainable development with environmental and climate change education, the chapter underscores the pivotal role of teacher training programs in equipping educators to foster environmental awareness, responsibility, and global citizenship. Socio-Scientific Issues (SSI) serve as the focus of Chapter 4, introduced as an integrative framework connecting scientific knowledge with its ethical, political, and social implications. The chapter traces the theoretical roots of SSI and situates them within contemporary understandings of scientific literacy. It evaluates the pedagogical potential of SSI—particularly in cultivating argumentation, ethical reasoning, critical thinking, and democratic participation—and reviews instructional models such as Sadler’s SSI Teaching Framework and the SSI-5E Model. Classroom scenarios further illustrate how SSI-based instruction promotes engagement and responsible decision-making. The chapter ultimately argues for embedding SSI deeply within teacher education to prepare educators for complex societal challenges. Chapter 5 explores the accelerating evolution of educational technologies, highlighting how tools once considered innovative have quickly become traditional. It examines the transformative potential of artificial intelligence for teachers, learners, and administrators while acknowledging the systemic and individual dimensions of educational technology. The chapter offers a balanced perspective by emphasizing both the substantial pedagogical benefits and the emerging risks—including ethical dilemmas—associated with widespread technology adoption in schools. The sixth chapter focuses on teacher training in distance education, presenting a nuanced analysis of its opportunities and challenges. It discusses the technological infrastructures and pedagogical models shaping remote teacher preparation, alongside the competencies required of academic staff working in online environments. By outlining forward-looking recommendations, the chapter provides a strategic roadmap for enhancing the quality, accessibility, and sustainability of teacher education through digital modalities. Chapter 7 examines the foundational concepts of measurement, assessment, and evaluation, clarifying their roles in educational processes. It outlines the assessment competencies expected  of pre-service teachers and details how assessment practices—supported increasingly by educational technologies—are integrated into teacher education programs. The chapter also addresses ethical considerations and future trends in assessment, highlighting the need for fairness, transparency, and data literacy in modern educational evaluation. The eighth chapter offers a compelling portrait of novice teachers’ early professional experiences, revealing the tension between idealistic expectations and classroom realities. By reconceptualizing praxis shock as an extended and multifaceted challenge, the chapter analyzes institutional, curricular, relational, and personal contributors to new teachers’ struggles. It emphasizes the critical role of mentorship, reflective practice, and professional learning communities in supporting beginning teachers. The chapter concludes with a call to reimagine teacher education through stronger school partnerships, more authentic practicum experiences, and deeper attention to teacher identity formation. Focusing on Türkiye, Chapter 9 traces a century-long evolution of teacher education from Darülmuallimîn to the emerging National Education Academy. Despite ongoing reforms, the chapter identifies persistent challenges such as policy discontinuity, limited practice opportunities, and declining teacher motivation. Drawing comparisons with Finland, Singapore, and Germany, it highlights the importance of selective admission, structured mentoring, and practice-based training for developing high-quality teachers. The chapter argues that the National Education Academy represents a significant paradigm shift that must be accompanied by sustained policy coherence, international collaboration, and robust lifelong professional development. The final chapter centers on the role of accreditation in teacher training programs, examining its historical development and current practices at both local and global levels. It outlines the core components of effective accreditation systems and discusses their implications for program quality and accountability. By addressing the challenges and policy-practice tensions inherent in accreditation processes, the chapter provides a forward-looking perspective on how accreditation can strengthen teacher education and ensure alignment with evolving global standards.

Editors

Halil TURGUT

Özkan AKMAN

Ahmet ÖNAL