The Quest for Quality in Teacher Education in Turkey: The Abrogation of Teacher Programs from Secondary Education

Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher e ducation practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools’ gradu ates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. In order to educate qualified teachers, the participants suggest teacher education programs should include individual and group activities, invo lve training, arts, basic science, and values education courses. In the selection and approval of tenure teacher, besides academic achievement and diploma, advanced communication skills, patience, confidence, and patriotism should be sought in the candidates.


Introduction
While the problem of unemployed teachers which is thought be a consequence of surplus graduation in the higher education is going on, a strategy document related to qualified teacher education covering the 2017-2023 span was prepared by the Ministry of National Education (MoNE). According to the document, one of the mos t important steps to improve the current education system from the Ministry's point of view is the selection of individuals who are hi ghly qualified, well trai ned and appropriate for the teac hing profession (Teacher Education and Development General Directorate of MoNE, 2017). So, the Ministry identified the limit values with respect to the teachers who are supposed to teach; y et it left a gap, that opens space for res earch, in terms of the criteria and standards to be implemented. As an employer MoNE, looks for holdi ng a licens e certificate, or graduating from a pedagogical formation certificate program, showing a successful performance in the faculty of education or internship applications (t eachi ng application) to be offered within the scope of formation certificate programs, qualifying in the Public Personnel Selection Examination in the related branch, passing the oral interview exam, and successfully completing the internship program during the first year of employment for licensure as a teacher; on the other hand, education facul ties that are supposed to educate teachers use the criteria of the completion of the curriculum that consists of field, pedagogy and general cultural courses and having a set of achiev ements related to these programs for issuing diplomas (certification). Thus, in relation to the teaching profession, it can be claimed that there are different opinions in terms of who can be a teacher in Turkey among educators and employers of teachers. Galluzzo and Craig (1990) assert that there are certain problems with respect to teacher education, and enumerate these problems as follows: * A part of this manuscript has been presented as an oral presentation at the Kayseri international Social Science Congress in 2018 and is included in the abstract book. a) What should be the qualifications of acceptance for thos e who will participate in teachers' education programs and the characteristics that will enable them to successfully graduate from these programs? b) What kind of preparations should the candidate teachers make to become sui table for the level of education they will provide (preschool, primary school, junior high school, high school) and how long should these be? c) What are the required fields in teachers' education? d) What is the appropri ate balance between the political and professional authorities in the management of teachers' education? e) To what extent the national, regional and local demands should be taken into account in the administration of teachers' training? f) What cri teria should be used for teacher ev aluation (for example, knowledge, teachi ng skills, effective planning, preparation etc.)? g) How can it be evaluated that the education curricula offers introduction level knowledge? h) What should be the weights of formative and summative evaluations in teacher education?
i) To what extent should teachers' education be perceived as a field of research?
When Galluzzo and Craig's (1990) list is examined, it is understood that starting from being selected to become a teacher, each of the areas of teachers' education, the curriculum to be used in the education process, the evaluation criteria of the curriculum, and proficiency for being a teacher are policy fields and each policy field needs to be studied and investigated. Given that policy is a set of goals for achieving certain objectives and the acceptable methods to be used to achieve those goals (Whitehurst, 2002); and again, policy is a "process by which citizens with varied interes ts and opinions can negotiate differences and clarify places where v alues conflict" (Wes theimer, 2004, p. 231), the perceptions of parti es in terms of the present teacher selection, education and placement procedures, in other words, the present foresight for qualified education for everyone in the country, can be better portrayed. While the problem of unappointed teachers, although graduating from of faculty of education in recent years, is still going on in Turkey, it is understood that the biggest employer, MoNE, is unhappy about the qualifications of teachers it hired in recent years.
The deputy minister of national education, at the opening s peech of the Qualified Teache r Training Congress held at the end of 2017, stated that "...the success of education and training is closely related to the success of teachers.." and that "the number of teachers working under the MoNE (i ncluding teachers working in private schools) is almost one million" and that "almost half of these teachers, whose av erage age is 37.4, hav e been employed in the last ten years." The deputy minister has stressed that they hav e sped up their efforts to improve teacher qualifications and have recently published i t as a Teacher Strategy Document. The ministry also mentioned that in order to improve the quality of teachers, who are mostly employed under the 657 Act of Civil Serv ants, in Turkey : they will use different employment models (contracted teachers model); they will select teachers by oral interview examinations; "...considering personal characteristics also affect performance, they will also take into consideration thes e features during the vetting process...; and they will use these alternative methods of evaluation." Pointing out that there are great difficulties in the country on teacher competence, the deputy minister voiced that they are trying to create a "competitive and good education system" in the country. In his speech that he promised to start the Teacher Academy Project to create a qualified education staff, the deputy minister also underscored the need for an education facul ty reform for more qualified teachi ng s taff. In the same Congress, the president of the Turkish Education Council aff iliated to Turkish Chambers and Stock Exchanges Union (TOBB), stated that the important issue in teachers' education is, "to educate qualified teachers", "to preserve quality" and "ability to adapt to the state of art" and also stressed that by the increasing the number of private education insti tutions and planning the teacher education according to needs, "...competition will be ens ured and the quality will improv e..." stressing that assuming the mere role of conveying information cannot bring about the expected skills for the teachers in the 21st century, TOBB Turkish president of Education Council made a new scope regarding surplus teacher graduations in Turkey by emphasizing that "teaching skills should be among common skills of everyone." Accordi ng to the president, "The lifelong learning principle requires that everybody acqui re teachers' skills." (Hurriyet News paper, November 2017 news, http://www.hurriyet.com.tr/nitelikli-ogretmen-y etistirme-kongresi-40663291). All these statements demonstrate that in terms of enhancing the quality of teacher education in Turkey, the parties pursue such policies as working with contracted teachers instead of permanent civil servants so that the teachers with dissatisfying performances can be repl aced; reorganizing existing education facul ties; increasing the number of private schools and improving teacher qualifications through competition.

Qualified Teacher and Qualified Teachers' Education
Although there are various definitions of who a teacher is, Waters (2016) defines the teacher as: People who speak about a topic in front of the classroom, help others learn, pay attention to the learni ng community and work for them be cared about, do the best for their students, make arrangements that enable people to learn, provide environment or situation, help others learn and organize their own learning experi ences, hel p others discover their learning path and their own learning intentions, like to learn and teach others, are learners themselves and eager to share with other learners, learn, live the life and introduce their students to this life ... (p. XIV).
The definition emphasizes the teacher's knowl edge capacity, learning skills and state of guiding students in the context of quality. The definition of qualified teachers varies according to the ages, cultures, local and regional needs. In the United States, for instance, teacher qualifications for the No Child Left Behi nd Act are dep endent on objective criteri a, such as a document or diploma proving field expertise, academic achiev ement, time spent in teaching, grade average and vetting exam results (Hodgman, 2012). In the Uni ted Kingdom, qualified teacher is a status that indicates that the teacher can be employed i n public schools. This status requires one to have worked as a teacher in that country for a period of three years in addition to the diploma from countries that hav e graduated from teacher training programs in the country or from member countries of the European Union (https ://www.gov.uk/gui dance/qualified-teacher). The state on which all rel ated parties agree regardi ng qualified teacher is that this is the most important school -related factor that affects student achievement (Abe, 2014;Gabri el, 2005;Izumi & Evers, 2000;McCaffrey, Koretz, Lockwood & Hamilton, 2004. Rice, 2003Stronge, Gareis & Little, 2006). For this reason, defini tions associated with qualified teachers include the definition of effective teachers in their scope. For example, economist Hanushek (2002) defines qualified teachers based on student achiev ements and i ncludes the following express ions in his definition: "... to describe simply a qualified teacher: a good teacher is the one that contributes most to student success; the bad teacher is the opposite" (p. 3). In his article titled "On Making Determinations of Quality in Teaching," Fenst ermacher & Richardson (2005) associates teacher quality with qualified education and successful teaching: "... qualified education encompasses both good education and successful teaching. What we mean by good teaching, is the presentation of the content, sufficiently and compl etely; in line with the standards; through age-appropriate methods; morally defensible; in such a way as to enhance the sufficiency of the learner of the content "(p. 191). Darling-Hammond (1990) distinguishes the definition of qualified teachers from the tes t results of students; associates qualified teachers with the quality of learning processes they are prepared to become teachers of: "Exam results are far from being the evidence of quality ... What we want to say when we say teache r qualification is about what they learned as teacher candidates from the education after entering the faculty (school), rather than their exam results" (pp. 272-273). In some definitions of qualified teachers, personal characteristics of the teacher are emphasized, which are characteristics that have y et to be proven to influence students' academic development (Borich, 1996). According to Killen (2013), being eager, selfconfident, optimistic, well-communicating, devoted, compassionate, curious, pati ent an d persevering, open to cooperation and sharing, resourceful and creative, are some of the personal qualities that can be counted for qualified teachers.
The first teacher schools in Turkey is Darulmuallimin founded in the Ottoman Empire era on M arch 16, 184816, (Akyuz, 2007. The firs t quest for qualification in teacher education began wi th the 1851 Darulmuallimin Regulation (Male Teacher Schools Regulation), which also regulates the formation of teaching as a profession. With the related regulation, the status of teaching was promoted to a profession requiri ng a v ery special education and talent, the standards of being a teacher has started to improve; and provisions pertaining to the legal status and qualifications of teachers are defined. Apart from the process to be followed when accepting students for the male teachers' school, the regulation includes the duration of the program to be implemented in the school, the success criteria and the appoi ntment conditions for teachers. According to the regul ation, to educate qualified teachers, the students will be accepted to school after an exam, and no favori tism will be applied during the examinations and education process. Unsuccessful students will be fired from the school. Salary will be paid to the students during the teachers' education. Duration of education at the school is three years. Graduation achiev ement grades will be taken into account in the appoi ntment of the graduates (Aydin, 2007, quoting from Aydin, Sahi n & Topal, 2008. Founded in 1923, the Republic of Turkey ended the monarchy period and restructured and reorganized the perspective on the state of education in the country. The state which assumed the education responsibility of all primary school children with the No. 430 Tevhid-i Tedridsat (Unification of Education) Act which made primary school education compulsory and free in the public schools, developed s everal applications using the "who knows can teach" approach to teach the illiterate population how to read and write rather than, dealing with the qualified teacher problem for many years (Uy gan & Akkuzu, 2015). The definition of the teaching profession in the country was fi rst made by the Law No. 43 0 issued in 1924. Teachers who will teach reading and writi ng to the peopl e living in the v illages in the first years of the Republic have been educated in a way they would familiarize wi th the village life and guide and develop this life in the Village Teachers' Schools and Village Ins titutes which was started to open in 1940. Until 1981, schoo ls that educated teachers at the high school level or at the two -year college level were affiliated to MoNE and were fi nanced from the general budget. The anticipation towards "college education for all teachers" in the National Education Main Law No. 1739 accepted in 1973 finally starts to be put into practice by the 1981 Higher Education Law No. 2547, and after 1982, all teachers' education programs throughout the country were affiliated to the Higher Education Council (HEC) as twoyear colleges; all of the teachers' education programs were converted to four-y ear education faculties since 1989 (Aydin & Bas, 2005).
In the 90s, although the sufficient number of teachers had not been reached yet for all levels of education and teaching in Turkey, restructuring of education faculties appeared in the agenda for the lack of quality in teachers graduating from these faculties and the deficiencies of education faculties in terms of educating qualified teachers. The objectives of the pre-service Teacher Training Project, initi ated by HEC-World Bank in 1994, were extended in 1996 to include an innovation in the teachers' education system and the education faculties hav e been restructured since the 1998-1999academic year (HEC, 1998. Teacher high schools, about which the opinions of graduates on qualified teacher trai ning were obtained within the context of this study, operated affiliated to MoNE as secondary education level schools until they were converted to regular high school programs in 2014. "The curriculum of these high schools have been rearranged in 1983 in a way that is supposed to endear teaching, encourage, and direct the student to branch out, and i t is fores een that these schools would constitute a source for teacher-educating faculties." (Dilaver, 1994, p. 37). In this study, the opinions of teachers' high school graduates who are currently teachi ng, or completed college education in different fields and doing different jobs, has been obtained about such topics as: the contributions (if any) of the teachi ng notion they gained in the teachers' high school in their current jobs; who is a qualified teacher; vetting, accreditation, and the context of the curricula to be used in the education of candidate teachers; and who should be certified as teachers.

Methodology
This study is a qualitative research. In the study, a phenomenological method based on interpretation has been used. The field of interest for research based on interpretation is a concept or phenomenon experienced by more than one person. In s uch research, the aim is to "... to describe the experi ences of people by giving them universal qualities by reducing them to phenomena." (Guler, Halicioglu & Tasgin, 2013, p. 43). The data were collected through face-to-face interviews wi th the participants ; questions were prepared by the authors in the form of semi-structured interviews. The interview ques tionnaire involves 12 questions: Five questions are about personal information of participants; the rest of the questionnai re is designed to record personal experience and opinions of the participants on teachers' education. Content analysis was conducted by the authors on the data obtained from face -to -face interviews. Yildirim and Simsek (2006) defi ne content analysis as "a process in which data are defined and facts hidden in them are revealed." (p. 224).

Research Group
The research was compl eted wi th 14 participants graduated from different teachers' hi gh schools at different times and agreed to have face to face interviews with voice recording. The descriptive data for the research group are presented in Table 1.  Table 1 shows that 14 people were interviewed in the study. The v ast majority of the participants in the study are from Anatolian Teachers' Highs schools with foreign language preparatory programs converted from teacher hi gh schools (n = 13) and male (n = 11). Half of the surv ey participants (n = 7) completed their college education in education faculti es while the other half completed their studies in different fields of higher education (law, business, economics, public administration, map castrate, physical therapy and rehabilitation). While most of the participants (n=8) who are working (n=11) are worki ng in the field that they were educated, 3 of them are working in different fields. 3 of the participants are still students of faculties of education and not working. It was understood in the study that four participants were graduated from masters programs.

Data Collection Tool and Analysis of Data
Data were collected using a semi-structured interview questionnai re form developed by the researchers. All interviews were conducted face to face wi th the participant and voice recorded with their permissions using the 12-i tem interview form. The voice recordings obtained within the scope of the study were transcribed by the authors, and the transcript texts were sent back to the relev ant participants to check with what they hav e said. Five out of 12 questions di rected to the participants involve personal information belonging to the participants and the answers given to these questions are summarized in Table 1. The other seven questions are about the personal experience and opinions of the participants regarding teachers' education. These seven i tems were used as codes in the content analysis. The responses of each participant to the questionnai re were arranged according to the codes and examined separately by three different reviewers. Each reviewer was allowed to create themes of codes. The similarity between the themes created separately for the total of seven codes was ev aluated by Holst's method. According to the method, the consistency ratio between the two coders is the ratio of the consistency number between two coders against the sum of the number of uni ts coded by the two coders [Consistency Ratio = Number of Consistencies between Two Coders / Total Number of Units Coded by A and B Coders; PA0=2A/(nA+nB)]. For reliability, these results should vary between 0 and 1 (Neuendorf, 2002, p. 108). After the transaction, the consistency ratio of the first examiner with the second and third examiners is .99 and .94 respectively. The consistency ratio between the second and thi rd examiners is calculated to be .93. After the evaluation of all the three reviewers together, the expressions used for some of the themes were transformed into common expressions, the res ponses of the ques tion "How to educate qualified teachers and what thei r programs should be" are included together under a single code and it was decided that the respons es to the 11th question did not requi re coding since they could be presented descriptively. Thus, 40 themes under five codes h ave been identified on the data obtained through the study.

Item Responses to the Interview Questionnaire
Below are the themes obtained from the respons es given to the research ques tions (code) by the participants (P1, P2, .., P14) in the study and quotes from texts that led to the formation of these themes.

Do you approve the abrogation of teachers' high schools? Yes/No Why?
It has been understood that most of the participants in the surv ey (N = 11; P) do not approve the abrogation of teachers' high schools. Of the participants, those who continued their college education in the facul ties of education unanimously do not approve the decision of abrogation. According to those who are graduated or still studying in the education faculti es, the teachers' high schools provided certai n advantages for them and these advantages are also necessary for educating qualified teachers: a. A distinctive education that expedites learning. h.
The preservation of experiences acqui red so far in teachers' education and conveying those to teacher candidates.
P14: I do no t find it right. There was a reason behind the opening of these schools. This was to reflect and transfer the notion of republicanism belo w the upper c lass. These schools, for one thing, have a historical mission. This was getting a qualified education to selected students and bringing some of these to the educational life of the country, especially as teachers. These schools which previously served as village institutes then as teacher schools had a mission to extract qualified teachers out of selected and qualified students (…). For some participants, (N=2, P10, P11) the abrogation of teachers' hi gh schools is a right decision. According to these subjects who participated in the research, and all graduated from different fields in higher education, there is no difference between the programs offered in the teachers' high schools and the programs offered in other high schools.

Discussion and Conclusion
Considering that good education is a "complex, cognitive challenge" (Vegas, Murnana & Willet, 2001) that requires good instruction, reasoning and thinking skills, and that it requires intellectual background and personal features (Howey & Strom, 1986), i t is understood that the education and employment of qualified teachers is an obligation for the survival of the national education system. Qualified teachers' education involves starting from the ques tion of whom to select as a teacher, what kind of learning programs shoul d be applied to become a teacher, and what condi tions/qualifications (field knowledge, pedagogy knowledge, beliefs) to be provided before eligibility for graduation (Ingvarson, 2013). In this study, the process of qualified teacher education was assessed with a group of subjects graduated from secondarylevel teachers' educating (high school) programs in Turkey. Withi n the context of the study, the participants were asked to evaluate the teaching education they got at the s econdary school level and the contributions of (if any) graduating from a teachers' hi gh school in their lives and current jobs. The study was carried on through the evaluation of qualified teachers' education process with the participants; in the interviews conducted, the subjects were asked to identify who qualified teachers are, what sort of professional and personal characteristics they should have, the content of the education program to be applied to educate qualified teachers and finally, after all these ap plications, what cri teria to be applied to determine who is appropriate for teaching in the classrooms. The majority of participants indicate that programs that educate qualified teachers should be i nitiated at secondary (hi gh school) lev el. Waters (2016) points out that the introduction of teacher education at the secondary level has some benefits. Accordi ng to the author, the teaching programs applied at s econdary education provide an environment for teachers in which they can organize not only their students' learning but also thei r own. This provides various opportuni ties for pros pective teachers in the context of discovering the nature of the student, becoming more flexible and entrepreneurial. This is a good opportunity, according to Waters (2016), to rethink the existing design of the school in the organization of the interaction between teachers and students devised in schools.
According to the teachers' high school graduates participated in the study, thei r schools have provided the outstanding educ ation that facilitates learni ng for them, supported their versatile development through the diversity of programs and social activities; and educated the s tudents selected among the intelligent and academically successful people as leaders. All thes e acquisitions support graduates of these schools to be academically successful in their chosen fi eld, communicate well in their current affairs and enhance management skills, whether or not they prefer faculties of education for higher education. Beyond that, this education facilitates the provision of s ervices to individuals in different cogni tive competencies, as well as preparing them for mul ticultural environments. Several studi es show that teachers' leadership has a positive effect on student achiev ement (D avis, Darling-Hammond, Lapoi nte & M eyerson, 2005;Goodlad, 1994;Leithwood, Louis, Anderson & Wahlstrom, 2004). Campbell, Kyriakides, Muijs & Robinson (2004) define five characteristics of teachers, and one of these characteristics belongs to multiculturali sm: These teachers "... develop the cognitive aspects of their students by taki ng i nto account their certain characteristics such as gender, ethnic identity, socioeconomic status and skills..." (p. 7). Multicultural education according to Hunter (1974) and Baptiste (1979): is the structuring of education bas ed on the pri nciples of equality, mutual res pect, acceptance and understanding, and moral commitment according to the pluralism notion; in order to realize democratic ideals, meet the needs of different groups forming the society and provide social justice (Gay, 1994). In their study exami ning teachers' education problems i n Turkey, Aydi n & Baskan (2005) found that higher education l evel teachers' trai ning programs do not evoke awareness in prospective te achers with res pect to multiculturalism and multilingualism covered by the international citizenshi p notion. According to the scholars, a more flexible functional, dynamic and practical teacher education policy should be applied in Turkey to meet local, re gional, national and international requirements (Aydi n & Baskan 2005). The preparation of teachers' high schools their students for multicultural environments is rather meaningful regardi ng the teacher quality in Turkey, which is a democratic, multicultural country and furthermore, executing certain applications for the education of the children of Syrian refugees. Uyulgan and Akkuzu (2015) examined the views of a group of teacher candidates studying in s econdary school science and mathematics education department on the appoi ntment and selection criteria of teachers in Turkey. The results of the research showed that candidates who were being trained in the thi rd and fourth grades of university education and who will teach mathematics, physics, chemistry, and biology to their students in the future in the classrooms consider thems elves insufficient in terms of the field knowledge exam applied to select teachers for MoNE schools (in this context elective questions in the basic science areas of physics, chemistry are directed to candidates). Howev er, field studies, especi ally with science and mathematics teachers, show that the proficiency of these quantitative science teachers (in other words, their academic achi evements) has a positive relationship with the success of the s tudents (e. g. Brewer & Goldhaber, 2000;Monk, 1994;Monk & King, 1994;Rowan, Chiang, & Miller, 1997). Today, there are 71 faculties of education in Turkey, of which 65 are state and seven are foundations' universiti es. Due to the surplus graduation amounts from thes e faculties which sel ect students wi th the University selection exam, MoNE's reducing the number of teacher appointments day by day, low salary of teachers in the country, the entrance threshold scores for candidates of education faculti es got lower gradually. Finally, in 2017 HEC started a ranking success requirement for faculties of education. In this way, it is aimed to select students with high academic achiev ement rates to the faculties of education (HEC, 2017). Participants in the study described qualified teachers in terms of both personal and professional characteristics. Qualified teachers' personal characteristics are: They are people of character and example, express themselves well, can establish easy communication. Their professional (technical) characteristics are: proficient field knowledge, using learner-centered teaching methods, taking advantage of different teaching materi als, observing the readiness state of thei r students throughout the teaching and using state of art technology in the classroom. Slavin (2015) states with respect to personal characteristics of qualified teachers that these teachers are warm -hearted, have a good sens e of humor, value their students, hardworking, self-disciplined and have leadership qualities. The research results that Taskaya (2012) described features of qualified teachers based on the opinions of a group of education faculty students show that the teacher candi dates who pursue university education define different characteristics that are different from those obtained in this research in the context of personal and professional characteristics of qualified teachers. Teacher candidates studying at the faculty of education emphasize being often understandi ng, well -dressed, smiling and pati ent about the personal qualities of qualified teachers; they identify professional qualities as often being fair to all their students, being a good model for thei r students, paying attention to communi ty values and liking their profession. Taskaya (2012) has included staying up to date and using technology in the classroom items, which is a common finding between this study and his, in the list of professional dev elopment characteristics of qualified teachers. Karakal e (2005), who completed a similar research with high school teachers, identified similar professional, personal and behavioral characteristics of the teacher together with his participants, but the teachers who participated i n the research of Karakal e (2005) used these characteristics to d escribe effective teachers. Therefore, it is unders tood that the definitions of the effective and qualified teacher have yet to be differentiated in the Turkish field literature. The participants of this study, who are teachers' hi gh school graduates, sugg est some of these trai ts (self-confidence, patience, character, and ethics, patriotism) prerequisites for the selection and appointment of teachers.
With res pect to the programs of qualified teacher education, the teacher's high school graduate participants suggest that in addition to is cours es of education sciences, basic sciences, and arts, values education courses shoul d be included in the programs. According to the graduates participating in the s tudy, the teaching format of these programs should be based on internship and practice and should include activities that the teacher candidates will manage individually or as a group. Education must be life itself. Therefore the existing teachers' education curriculum must be updated and submitted by qualified teacher instructors (educators). Oss (2018) expresses that teachers' trai ning programs are prepared from the perspective of the teacher -educating academic circle and are influenced by the decisions of politicians. In other words, the teacher education programs consist of the estimation of necessities required for teachers throughout their careers by field experts (teacher educators) and approval of this by politicians. For this reason, it doesn't seem possible for the predictive programs to be adequate fo r teachers throughout their teaching life, to fully meet their needs of the entire professional career, and to include all developments in the field of education. It is well known that experi encing how the acquired theoretical knowledge is applied in the real classroom environment and refl ecting this, is extremely important not only for candidate teachers but also for teachers worki ng in the profession. In fact, it is emphasized that countries where teaching outcomes and educational systems are s uccessful in the central evaluations are heavily involved in internship programs in teacher education (Jain, 2016;Tatto, 2015). According to the participants of this study, internship application should also be used in the process of teacher s election and approval of tenure. Sherwood (2018) asserts that teachers' educators should include eight dimensions: "Coherent program vision, cultural competence, collaborative partners hip, contextualization, quality standards, well -experienced committed faculty and harmonious blend of theory and practice " in terms of effective teachers' education in his study evaluating effective teachers' trai ning programs and teacher educators. Participants of this study think that in addition to all dimensions, arts and values education should be included in teachers' education. Yetim and Goktas (2004) describe teachers as community architects and state that they mus t be trained at the level that will meet the needs of teachers, the country, and the age. Accordi ng to the authors, the dev elopment of the country and the level of prosperi ty of the society depend on the well-educated teachers and their professional and personal qualities that can best fulfill thei r duties. As a matter of fact, the participants of this research, who are graduates of teachers' high schools, stated that teachers who are suitable for working on the field, should be selected from those who have sufficient knowl edge of thei r fields, academically successful, prove thems elves with the practices in the class, graduated from education faculty, healthy, characterful, moral, confident, patient and patriotic.