Comparison of primary school teacher training programmes in Turkey and Greece

This study aims to comparatively examine the primary school teacher training systems in Turkey and Greece. The research employs the document analysis method, one of the qualitative research techniques, and the horizontal approach from comparative education methodologies. The analysis focuses on the objectives of institutions that train primary school teachers in both countries, the duration of their education programs, admission requirements, course content, and teaching practice components. During the research process, the primary school teacher training program of Trakya University in Turkey and that of Democritus University of Thrace in Greece were examined. Data were collected using document analysis and derived from both national and international sources, including university websites and academic databases. The findings reveal that while there are similarities between the teacher training systems of the two countries, there are also structural differences. In Turkey, there is a strong emphasis on national and cultural values, whereas in Greece, alignment with European Union standards is prioritized. The duration of education is four years in both countries. A centralized examination system is used for university admission in both countries; however, the content and structure of these exams differ. In Turkey, subject-specific teaching courses are predominant, while in Greece, pedagogical and professional knowledge courses are emphasized. The teaching practicum begins in the 7th semester in Turkey and in the 5th semester in Greece. Keywords: Comparative Education, Primary School Teacher Training Programs, General Education System in Turkey, General Education System in Greece