Applicability of the clinical practice model in teacher training system of Turkey

Good evaluation of increasing scientific and technological changes in 21th century and adaptation of communities to the changing values is a phenomenon that will take place through education. It is required that the education should be focused on training individuals who are able to adapt to changing conditions, use the technology, equipped with the latest knowledge and skills, have their own cultural values and highly competitive. To train those individuals takes place under the leadership of the teachers. Teachers' role in changing and improving of the society is a fact which can not be denied. As in any field, it is a vital requirement that the teaching profession shouldn't stay behind the century, understanding and approaches related to the profession should be renewed continuously, and different types of teacher training programs should be configured. Therefore, it is necessary to organize the teacher training programs in accordance with the international standards and qualifications, and in line with the interests of the country. While working on this study, different regulations and alterations in the field of teacher education in Turkey and the World have been taken into consideration, and issues that could be contribute to the Turkish Teacher Training System have been analyzed and compiled. In this study, the alterations in teacher training that our country experienced from the Republic to the present day, and the latest regulations in teacher education programs that HEC made and the practices models frequently used in teacher education have been mentioned. In the research, 100 studies on teaching practice have been examined by subjecting them to content analysis, and the results and recommendations of the studies have been given. The problems in teaching practice have been identified from the studies that have been analyzed. Most encountered problems in the practices have been emphasized that cooperation among institutions is inadequate, the mentors are selected carelessly and they are not received necessary inservice education, the experts are not grown on the topic, within the scope of Faculty-School Co-operation how stakeholders will fulfilled their responsibilities is not bonded to the standarts and technological deficiencies etc. For the solution of problems in teacher training; the conceptual framework of the clinical practice, a new teacher education model which we first encountered in medical education and briefly formed by the intertwining of theory and practice, has been drawn. What are the basic principles of the model have been described with the sample applications of it, and differences between it and the current model has been presented. In addition, the applicability of the model in teacher training system of Turkey has been discussed by synthesizing the studies subjected to content analysis and the data related to clinical practice model. As a result, in the light of the overall assessment, a new model has been proposed for teacher education in our country. According to the results of the research, to alter the current practicing model into the clinical based practice model all stakeholders in teacher preparation process must work together. In the field of teaching practice, master's and doctoral programs should be opened. In service training seminars should be arranged for the cooperating teachers. Appropriate environments for learning to teach that based on research findings should be created. Stronger systems of supervision and comparative researches should be invested. Key Words: Teacher Training, Teaching Practice, Clinical Practice