A Historical and Conceptual Analysis of Teacher Education in Türkiye from the Republic to the Present

This research examines the historical and pedagogical dimensions of the teacher training system in Türkiye from the founding of the Republic to the present. The study is based on document analysis, a qualitative research method. Categorized teacher training policies within five main historical periods: the early years of the Republic (1923–1938), the Village Institutes era (1940–1954), the period following the Village Institutes (1954–1980), the post-1980 Higher Education-based era (1981–2018), and the Flexible Program-Focused Teacher Training: 2018-Present. A thematic assessment was conducted for each period, examining the organizational structure, pedagogical approach, and social function of teacher education. The findings demonstrate that teacher education in Türkiye is undergoing a continuous transformation in line with societal needs, positioning teachers not only as transmitters of knowledge but also as agents of social change. The digital competencies, interdisciplinary thinking skills, lifelong learning, and inclusive education principles required by the 21st century, in particular, raise new expectations for the contemporary teacher profile. In this context, the study contributes to the evaluation of current approaches and the development of future recommendations by analyzing the historical development of the teacher education system within a conceptual framework.