Comparative evaluation of social studies teacher training programs in England, Singapore and Türkiye

In order for social studies teachers in Türkiye to work effectively and meet expectations, their pre-service training must be based on strong foundations, and they must show continuous improvement throughout their professional lives. Therefore, it is of great importance that teacher education is constantly reviewed and improved in accordance with today's conditions. To provide a more qualified teacher education, benefiting from international education models, structures and orientations will also make significant contributions to teacher development. This study aims to conduct a comparative evaluation of social studies teacher training programs in England, Singapore and Türkiye by analyzing their program structures, curriculum content and professional development processes. The primary objective of the research is to identify the similarities and differences in teacher education systems across these countries and to develop recommendations for improving social studies teacher training programs in Türkiye. Although there is no separate program specifically for social studies education in England, teachers are trained under broader programs like social sciences education. This training prepares them to teach subjects related to social studies such as sociology, psychology, history, political science, geography or other social sciences. The selection of England, Singapore and Türkiye for comparison was determined by their distinct educational systems and their varied succesful performances in international student assessment exams such as PISA, TIMMS and PIRLS in recent years. These selected countries have consistently ranked highly in PISA and serve as exemplary models for education systems globally. This research employed a case study design, a commonly used qualitative research method. Document analysis was utilized as the primary data collection tool, and content analysis was applied to examine the collected data. The findings suggest that teacher training programs in England and Singapore are more comprehensive, particularly in their emphasis on practical training and the incorporation of continuous professional development. The teacher education programs in these countries aim to enhance pre-service teachers' professional competencies by integrating theoretical knowledge with practical experience. In contrast, teacher training programs in Türkiye place greater emphasis on theoretical content and lack sufficient practical training components, which limits the development of hands-on experience for teacher candidates. As a result, many teachers in Türkiye begin their professional careers without adequate classroom experience, leading to challenges in effectively managing real-world teaching environments. Based on the results of this study, it is recommended that teacher training programs in Türkiye be restructured to include more practical components and classroom-based experiences. Additionally, the implementation of continuous professional development and mentorship programs for in-service teachers is essential to ensure alignment with international standards. This study makes concrete suggestions that will form the basis for policy reforms to increase the quality of education through a more balanced and effective teacher education for Türkiye. By filling a gap in the literature through a comparative analysis of social studies teacher training programs, this research contributes to the field of teacher education and offers practical implications for policymakers and educational institutions.