Abstract
In the knowledge age, it is quite easy to reach knowledge as a result of the rapidprogress of information and communication technologies. Besides, learning Englishhas become almost compulsory since it is the language of science and technology.Although English is taught at every level of formal education in Turkey, students can?tcarry out satisfactory performance and can?t communicate in English. On the base ofthe fact that teachers affect students? learning, a research on the preservice Englishlanguage teacher training curricula is of necessity.The purpose of this study is to compare the curricula of preservice English languageteacher training in Turkey and the Netherlands.The study was conducted on 26 universities in Turkey and 7 higher professionaleducation institutions in the Netherlands training English language teachers. Since thereis only one common curriculum prepared by Higher Education Council in Turkey andthere are a few higher professional education institutions having English languageteacher training department in the Netherlands, no sample was chosen. The data of thestudy were collected using the survey method by means of documentation analysis. Indata analysis, the constant comparative method was applied and the data were analyzedinto categories and drawn comparative tables.The results of the study showed that the student must achieve University EntranceExamination and Foreign Language Examination tests which are held at national levelafter graduating from high school in Turkey for access to English language teachingdepartments, but in the Netherlands just having secondary education diploma and beingunder 21 years old are required. It was understood that the aim of the curricula is totrain English language teachers who have advanced language skills, understand therelationship between language and culture best, can teach English using contemporarymethods and techniques comprehending principals and qualifications of teachingprofession both in Turkey and in the Netherlands. In addition to these, in theNetherlands, the aim of the curricula is to train English language teachers who use ICTin advanced level and believe international understanding and respect as Europeancitizens. The content of the curricula was identified as academic based in Turkey, butteacher training based in the Netherlands. In teaching process, generally teacher-centered approach is being applied in Turkey; on the other hand, student-centered andinteractive approaches are being applied in the Netherlands. Being experienced andbeing model teacher in all aspects are the criteria to select mentor both in Turkey and inthe Netherlands. Written examination and assignments are used generally; reports, oralexamination, presentations and portfolio are used occasionally to assess student successin both countries. Finally, the prospective teachers must take 240 ECTS credited-courses successfully requiring of a minimum four-year-study in order to graduate inboth countries. Besides, prospective teachers must be successful at general leavingexamination and prepare research project or leaving thesis in the Netherlands.As a result, the curriculum of preservice English language teacher training in Turkey isdifferent from those of the Netherlands in aspects of access requirements, determiningthe content, level of content components, teaching approaches, teaching practice inschools and leaving requirements; yet, the curriculum of preservice English languageteacher training in Turkey is similar to those of the Netherlands to some extend inaspects of aims, content components, the arrangement of the content, teaching methodsand techniques, teaching materials and the assessment of student success.
