L'évaluation de la formation initiale des enseignants de FLE en Turquie dans le cadre du processus de Bologne

The focus of this thesis is the relationship between language teacher competencies and undergraduate education programs that train French teachers in Turkey after the Bologna process (BP). Therefore, our study is based on two axes. First, "professional skills and competencies" highlighted by current European frameworks like EPLTE and EPOSTL regarding the contributions of undergraduate programs in acquiring these qualifications. A comparative qualitative analysis was conducted among four countries (Turkey, Bulgaria, Netherlands and Ireland) Secondly, by using mixed research methods and centering the undergraduate "program", our study reveals the correlations shaped by different variables in French Teacher training. In this context, our study also aims to present a coherent and evidence-based "needs analysis" for possible program design studies in French Teacher Training departments of the Faculties of Education. it has been attempted to determine the "Perception of Self-efficacy", "Attitudes towards undergraduate education program", "Academic Success " and "The most striking needs during undergraduate education" of French teacher candidates, and it has been predicted whether there is a linear correlation between them. To serve this purpose, we used a total of three research tools. Both the quantitative and qualitative results showed that the perception of self-efficacy decreased in the teaching strategies subscale, as the indicators of main needs for pre-service French teachers accumulate through classroom practices and courses given in French. A positive linear relationship was found between "attitudes towards the program", "academic achievement" and "self-efficacy" levels.