Evolution of Mathematics and Science Teacher Education Programs in Faculties of Education: The Case of Türkiye

Creative Commons License

Çepni S., Sungur Ş., Uludağ S.

7TH INTERNATIONAL SYMPOSIUM ON NEW ISSUES IN TEACHER EDUCATION, Bursa, Türkiye, 3 - 05 Eylül 2025, cilt.9786057114594, ss.17, (Özet Bildiri)

  • Yayın Türü: Bildiri / Özet Bildiri
  • Cilt numarası: 9786057114594
  • Basıldığı Şehir: Bursa
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.17
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Bursa Uludağ Üniversitesi Adresli: Evet

Özet

Abstract:There is no comprehensive longitudinal study in Türkiye that simultaneously examines academic staff, quotas, ranking thresholds, and pedagogical formation policies in mathematics and science education; this research addresses that gap and aims to examine the changes in the faculties of education in Türkiye from the past to the present and to provide projections for the future of the teacher education system. Drawing on data from ÖSYM, YÖK, and the Ministry of National Education, as well as relevant academic literature, the study addresses: (i) structural changes in teacher education, (ii) the integration of subject-specific education into faculties of education, (iii) changes in University, TR entrance ranking thresholds and their implications, (iv) the impact of pedagogical formation programs offered to science and literature faculty graduates on teacher education quotas, (v) academic staff profiles and research/publication performance in mathematics and science education, (vi) the emergence of the Teacher Education Academies, and (vii) the number of universities offering mathematics and science education programs, program quotas, unfilled positions, and program closures due to ranking restrictions. Findings show growing supply–demand imbalances in teacher recruitment, amplified by pedagogical formation programs for science and literature graduates, leading to oversupply and intensified competition for appointments. University, TR entrance ranking limits significantly affect quota occupancy, while persistent under-enrolment has led to closures of some faculties of education. Significant differences exist between mathematics and science education regarding staff profiles and research quality/visibility. The results emphasize the need for integrated teacher education policies in Türkiye, aligning quality improvement with workforce planning.

Keywords: Teacher education, faculties of education, mathematics and science education, discipline-specific pedagogy, teacher training program.