Comparison of class teachers' and preservice teachers? roles in teaching-learning process and self-efficacy beliefs and teacher preparation programs in Turkey and Finland

In this study, Finnish and Turkish teacher education programs and the significance of mathematics teaching in these programs were compared. Additionally, teaching mathematics self efficacy beliefs of class teachers and pre-service teachers, and the role of class teachers in teaching-learning process were determined.In the study, 60 students from Department of Class Teacher from one of the state Universities, in Turkey and Finland, were selected. Similarly, 60 teachers from Ankara, Turkey, and Hameenlinna, Finland, were selected. Data were collected via observation forms, interview forms and analyses of documents. Based on the collected data, the relationships of teaching mathematics self efficacy beliefs of class teachers and pre-service teachers with experience and gender were examined.The outcomes of the study can be summarized as follows;1.There are some differences on selecting students, instruction period, course contents and credits in both programs.2.There are some differences in Finnish and Turkish teachers? thoughts about effective teaching mathematics about special education .3.There are some differences especially on the roles of the Finnish and Turkish teachers in teaching-learning process, using materials and giving homework4.The scores of Finnish and Turkish teachers in efficacy of teaching mathematics did not have any relationship with the gender.5.The scores of Finnish and Turkish pre-service teachers in efficacy of teaching mathematics did not have any relationship with the gender.6.Unlike Finland, the scores of pre-service teachers in teaching mathematics outcome expectancy are higher than those of class teachers.