Science Curricula and Science Teachers Training in Turkey: Past, Present and Future

Abstract

The article highlights the challenges to science curricula and science teaching programs in Turkey and analyzes both these challenges and the opportunities that exist for teachers, teacher educators, policymakers. The aim of this literature review is to identify the historical development of the science curricula and the policies for science teacher training in Turkey. This research encompasses an analysis of the science curricula from before 2005, and those of 2005, 2013, and 2018, focusing on their alignment with educational needs, expectations, and curriculum outcomes. The evolution of science teacher training programs in Turkey for the years 1998, 2007, and 2018 has been assessed, and potential future modifications to these programs have been deliberated. The findings reveal that although curricula have been progressively updated to meet contemporary standards, teacher training curricula have not kept pace, resulting in numerous issues including compromised education quality and performance in international exams. The review offers recommendations for educational practices, emphasizing the need for coordinated efforts between the Ministry of National Education in curriculum development and the Turkish Council of Higher Education in shaping teacher training policies.