Evaluating the Past and Present of Teacher Candidates Selection in Türkiye By Educational Policymakers

Unlike successful global education systems that prioritize selecting quality teachers before training to ensure teacher quality, Türkiye has conducted selection after-teacher education programs (TEP) since the 1980s. This has led to unceasing challenges such as teacher supply-demand imbalances, underqualified teachers accumulation, appointment complexities, and an underestimation of the teaching profession. The research aims to uncover underlying causes and propose solutions by utilizing a three-step methodology including historical analysis, case study interviews with key educational authorities, and a comparative approach between these two research data. Five primary reasons for the procedure's change emerge: strategic planning errors, political reforms, alignment with global education trends, social requests, and lack of justice and reliance. The study's participants assert that the current teacher candidates selection (TCS) is ineffective. They propose significant changes, including comprehensive candidates evaluations and pre-training assessments. Collaboration with educational bodies such as the High Education Council (YÖK) and Student Selection and Placement Centre (ÖSYM) and adjusting standardized exams are suggested to enhance teacher quality. As a result, authorities are aware of the TCS's shortcomings, yet specific steps and proposed suggestions have not been applied yet. The study recommends policymakers consider these proposes and monitor pilot studies to demonstrate the correlation between teacher quality and the TCS.