A comparative study of teacher training systems in Turkey and Jordan

The aim of this study is to conduct a comparative study of teacher training systems in Turkey and Jordan to contribute to the developments in teacher training systems in Jordan. The qualitative method is used in this research, a case study approach with structured interview. The working group of the research consists of 10 faculty members working at public and private universities in Turkey and Jordan in the 2020-2021 academic year. Data collection of the research, for data document review were obtained from official institutions in Jordan and Turkey like Ministry of Education, Universities, Educational Institutions etc. and international reports. The data regarding the views of the faculty members were collected using a structured interview form. Content analysis method and descriptive analysis method were used in the analysis of the data. The findings obtained a result of the study are given below: 1. Interest in teacher training policies in Turkey has continued for hundreds of years and continues to date so Turkey's teacher training system policy is seen as constantly changing. Jordan has also taken care of teacher training policies in education legislation since its inception. 2. In the selection of students for education faculties; In Turkey, students must pass the higher education institutions test prepared by ÖSYM. In Jordan, the student must have only a general high school degree or equivalent. 3. In Turkey, there are 25, 4-year teaching programs related to various fields for primary and secondary education, while in Jordan, there are 5, 4-year teaching programs directed only to primary school. There is a similarity in the duration between 9-12 hours of teaching practice in teacher education programs in two countries. 4. Regarding to appointment of teachers; In Turkey, they must first be graduates of the Faculty of Education or graduates of other faculties with a diploma educational composition, then they have to pass the pre-established exam and be invited to an oral exam. In Jordan, Teachers must be graduates from the College of Education or other colleges until they are recruited. The appointment of a teacher depends on the competitive criteria of the candidates Like graduation seniority, seniority of submission, high school certificate, bachelor's degree, Competitive exam and personal interview. 5. In Turkey and Jordan, notes that in-service training is efficient, effective and very important, as it is implemented in different programs in different areas and it is enforced by the Ministry of National Education of Turkey. In Jordan, it is not enforced, and it is implemented in cooperation between the Ministry of Education, Jordanian Teachers Syndicate and Queen Rania Teachers Academy. 6. Strengths in teacher training in Jordan and Turkey; As common strengths, there is innovation and change in teacher training policies, the competence of teaching staff and the good distribution of the content of education programs. 7. Finally, the researcher recommended some points to improve the teacher training system in Turkey and Jordan, as joint recommendations by both countries, Personal, emotional and health characteristics must be measured during student selection, there must be more applied education in education programs, teaching staff with teaching experience must be selected and teachers must have a certificate of education and teaching prior to appointment. Keywords: Curriculum, Teacher, Teacher Training, Comparative Education, Turkey, Jordan.