Comparative Analysis of Different Teacher Education Programs and Paradigms

Abstract

The aim of this study is to analyze the dominant teacher education paradigms of U.S.A (New York), Singapore, Finland and Turkey and to contribute to potential novelties to be initiated in Turkey in the light of research results. Screening model and criterion sampling were utilized in the study. Qualitative research analysis techniques were used. It was found in the study that teacher education institutions in Finland and U.S.A have the freedom to develop their own curriculum while in Turkey and Singapore curriculum decisions
were made by top authorities and this was stated as an important weakness in teacher education. In addition, it was found that in the U.S.A, Singapore and Turkey although reform Meta repertoire was highlighted at the policy level, competition and practical knowledge repertoire were adopted during the real implementation phase. Finland, on the other hand is an exceptional country which fosters reform Meta repertoire such as collaboration, research based knowledge and break with tradition repertoires both at policy level and at real implementation phase.