Teacher training in Turkey, Germany, France, China and Japan (2000-2017)

The purpose of this research, teacher training field by putting forward development between the years 2000-2017, examining teacher education systems in China and Japan, one of the Asian countries with which Germany and France from European countries and comparing the teacher education to contribute to innovations that are in Turkey will be held at teacher training. Qualitative data collection methods used in the research were document review and interview methods. Within the scope of the document review, theoretical findings were drawn from the ministries of education of the countries, the websites of the universities and the pages of the international education organizations. For the questions prepared for the interview, the expert opinion was taken and according to this, the regulations were made and the final form was given. Persons to be interviewed were selected from among teaching members who were able to represent countries in the field of teacher education using criteria sampling method. face to face interviews for Turkey, while for other countries were interviewed in writing. Interview forms were translated by experts in the field of language and sent to people who are interested in electronic mail. Then sub-themes were created from collected data within the scope of the main themes determined before the interview. Accordingly, the tables were created and interpreted. Results of research in Turkey; it has been seen that research-focused teacher training programs in teacher education still can not be implemented, although there is an educational system that adopts a constructive approach, in which constant policy changes in relation to teacher training, appointment and candidacy harms teacher education and even general education system. In the context of practical experience such as school experience and teaching practice, both the class hours are considered to be inadequate and the cooperation between the faculty and the application schools seems inadequate. Teacher training in Turkey, giving weight to the overall application with the theoretical basis and also gives importance to vocational training. In Germany; it is not possible to mention a single educational policy for teacher education in general and it appears that there is a responsibility to train a separate teacher for each province. In general, it seems that a high school diploma is required, even though there are differences according to the provinces when entering the university. Although it is not a clear educational philosophy adopted in education in general terms, it appears that the curriculum is under the influence of progressive education philosophy. In France; France's educational policies on secularism in education seem to have affected the whole world. In teacher education, freedom of thought and opinion is widespread, but it seems that this liberty tends to gradually disappear. It seems to focus on academic knowledge at a high level of basic education and master's degree. In China; It is seen that the Education Bureau is functioning as an institution responsible for matters such as education policy, education program, teacher education and legislation. According to the provinces, teacher education programs change, but after passing through a high school diploma and an application-oriented evaluation system in general, it is possible to enter teacher education institutions. In Japan; teaching profession is very important and there is no specific policy in pedagogical formation education, and in this sense pedagogical formation education has to be revised and updated. Key Words: Turkey, Germany, France, China, Japan, Teacher Training