Challenges of Teacher Education in a Shifting Landscape: Voices of Teacher Educators

ABSTRACT This phenomenological study explores the challenges confronting teacher education in Türkiye, a context shaped by a series of educational reforms in recent years. Data were collected through semi‐structured interviews with 12 purposefully selected teacher educators, working at nine different faculties of education across the country. The content analysis revealed three central themes: the divide between the Ministry of National Education and the Faculties of Education, limitations of the current teacher education curriculum, and low professional quality among teacher educators. Key challenges include weak collaboration between the Ministry of National Education and faculties, variations in institutional priorities, limited participation in designing programs, an overly theoretical curriculum, inadequate and ineffective practicum, and low faculty quality attributed to non‐merit‐based recruitment, limited teaching experience, and lack of innovation and growth mindset. These findings underscore the need for more participatory policymaking, a stronger emphasis on practice‐oriented approaches, and enhanced professional development for teacher educators.