Comparison of English language teacher education programs in some selected european countries (Finland, Sweden, and Spain) with those of Turkey

In a global higher education context of growing competition of student admission, student mobility, credit transfer flexibility, quality assurance policies, and learning outcomes have become part of international trends in institutional curricula. Since 1999, there has been a transformation process in higher education system all over the world, the result of which is Bologna Process. In this study, English language teacher education programs in Finland, Sweden, Spain, and Turkey were compared. The studies carried out, either worldwide or within our country, on English Language level of our students have aroused a great concern among the practitioners in the area in Turkey. In the wake of our ultimate membership in EU, we need to align our education system with those of European countries and English language teacher education programs within the system on the basis of the required standardization and accreditation by European Commission in line with Bologna Process. Drawing from conclusion from the studies, this study aims to discover our weaknesses and strengths in training English language teacher candidates to achieve the training quality in order to ensure competent teachers for the educational system. The study was designed as a comparative survey. The data gathered through documentation were compared using descriptive analysis. The results revealed that all the countries in question have been undergoing the same process; However; while in Spain and Turkey higher education institutions have to implement the decisions made by the policy makers, in Finland and Sweden, they are not obliged to do so. So the institutions in Finland (Helsinki University) and in Sweden (Stockholm University) have implemented the standardization and accreditation by European Commission in line with Bologna Process with some reservations. Turkey is the one which applied the process the latest of all. As to the first queries, the similarities and differences between the acceptance criteria, ECTS grading scales, required ECTS for graduation, and the requirements for English language teaching credentials in Pre-service English language teacher education in the countries in question show some varieties. Within these queries, there are several significant implementations that make the programs distinct. The second query of the study was the similarities and differences between the uses of learning outcomes. The data of this query were analysed on the basis of the European Qualification Framework (EQF) and implementations in both the countries and the universities in question were compared. The third query was the similarities and the differences between the number of the courses and ECTS allocations to the courses. To analyze the data, departments were put in two different groups: joint degree and after degree programs and the data illustrated in in bar charts were analyzed through intergroup comparison. Finland requires the highest number of ECTS with the highest number of the courses with its three phased program. The last query was the similarities and differences between the organizations of the field experience courses in the related universities. The data showed that there are significant differences between the implementations of these courses. Based on the data, concrete recommendations to policy makers were put forward. The result of the data signify that English language teacher education programs in Turkey need revision especially in terms of field experience practice and admission criteria to the programs. Key Words: Comparative education, in-service English language teacher education, learning outcomes, ECTS allocations