Quality in Preservice Teacher Education: Exploring the Perceptions of Teacher Candidates and Teachers

Abstract

The main purpose of this research is to examine the perceptions of education faculty students and education faculty graduate teachers regarding the quality of education faculties within a systemic approach. A quantitative survey research was conducted for this purpose. The population of the research consists of students in education faculties and education faculty graduate teachers in Türkiye, while the sample consists of 784 participants, including 567 education faculty students and 217 education faculty graduate teachers. The data of the research were collected using a developed scale. The research results showed that the participants' overall perceptions of the quality of education faculties were at a moderate level. The perception was found to be high in terms of teacher educators and classroom, moderate in terms of non-educational personnel, the learning-teaching process, school and faculty collaboration, output, and environmental; however, it was found to be low in terms of the encouragement of the teaching profession and feedback dimensions. Moreover, those who choose teaching as a profession due to positive factors such as social interests, family and teacher influence, and working conditions with children, as well as female teachers, had a more positive perception towards the quality of their faculties. Recommendations have been developed for policymakers, researchers, and practitioners to improve the quality of teacher preparation.