Possible future scenarios for teacher education in Turkey (20 years ahead: 2043)

The aim of the research is to identify possible future scenarios in teacher education in Turkey. In this framework, answers to the following questions were sought. What are the future scenarios in terms of teaching professional knowledge in teacher education? What are the future scenarios in terms of content knowledge in teacher education? What are the future scenarios in terms of general cultural knowledge in teacher education? What are the future scenarios in terms of educational philosophies in teacher education? What are the future scenarios in terms of pedagogical formation education given given to the people who are not from the faculty of education in teacher education? This study is a qualitative study designed with phenomenological method. The qualitative data obtained were analysed by descriptive analysis. Possible Future Scenarios in Teacher Education in Turkey (TÖE-GELSE) questionnaire was developed as a data collection tool. Based on the pattern 'if future scenarios in teacher education in Turkey...happen...result(s) will emerge', possible futures about teacher education were tried to be predicted. The participants of the study were selected among individuals who have experience with a particular phenomenon by using purposive sampling method. The research group consisted of 375 academic staff working in 68 different education faculties. In the research, future scenarios were determined in terms of teaching professional knowledge, content knowledge, general cultural knowledge, educational philosophies and pedagogical formation education given to the people who are not from the faculty of education. In terms of teaching professional knowledge, the scenario 'If teaching professional knowledge courses are not given by experts in their fields and in a serious way, this situation will negatively affect all professional areas of the society.' was the scenario that came to the fore in the first place. In terms of content knowledge, the scenario 'If the content of the content knowledge courses is satisfactory in terms of content, it will increase the teaching power of teaching.' came to the fore in the first place. In terms of general culture knowledge, the scenario 'If general culture courses are based on the skills required by the teaching profession such as loving children, being tolerant, providing discipline, learning to think correctly, reasoning, and being a researcher, prospective teachers will improve themselves.' came to the fore in the first place. In terms of educational philosophies, the scenario 'If teacher education and politics are separated from each other, a sustainable and permanent teacher education model will be implemented; thus, the quality and prestige of teaching as profession will increase.' was the most prominent scenario. In terms of pedagogical formation education given to those who are not from the faculty of education, the scenario 'If pedagogical formation education courses are given as ordinary certificate courses, teaching will lose its prestige.' came to the fore in the first place. This research provides a framework that may guide educational policies and practices by analysing the scenarios in different dimensions of teacher education. In this context, it is suggested that the results of the study will guide future regulations and strategic planning to improve the quality of teacher education. Keywords: Future scenarios, teacher education, teaching profession