Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China

Tonga, Funda Eda
Eryiğit, Sümeyra
Yalçın, Fatma
Erden, Feyza Tantekin
The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional development in each country were identified along with details of the admission requirements for teacher candidates, the induction process for new entrants to the profession, and how ongoing activities such as in-service training are facilitated. Common elements included quotas on the number of places available for pre-service training programmes, rigorous pre-selection and assessment of teacher candidates, and limited access to the profession for suitably qualified candidates with the minimum of a bachelor's degree.


EFL teachers’ perceptions on the effectiveness of components of an EFL in-service training program /
Yurttaş, Abdullah; Savaş, Perihan; Department of English Language Teaching (2014)
Teachers have a central role to play in any school system and their competence and experience can make a big impact on the quality of schools in general. As Guskey (2002) puts it schools can only be as good as the teachers who work within them. With this in mind, the professional qualities and competencies of teachers are important indicators of quality education. This study investigated the perceptions of EFL teachers on the effectiveness of components and features of an in-house EFL INSET program. The stu...
Conceptualization of theory in English language teaching by student teachers and practicing teachers
Gümüşok, Fatma; Daloğlu, Ayşegül (2018-02-01)
Pre service Teacher Self efficacy Beliefs Regarding Science Teaching A Comparision of Pre service Teachers in Turkey and the USA
Çakıroğlu, Jale; Çakıroğlu, Erdinç (2005-01-01)
The issue of teachers' efficacy is of importance as teacher preparation programs throughout the world attempt to address shortages of qualified, competent teachers. In the field of science education, monitoring and reacting to the issue of efficacy seems to be one way in which teacher preparation programs are evaluating the structure of programs. The study reported in this paper provides a comparison of the self-efficacy of future science teachers in two countries (one developed and one rapidly developing)....
Effectiveness of professional development activities for EFL teachers
Gedik Bal, Nur; Savaş, Perihan (2017-06-15)
Problem Durumu In the field of ELT, the effectiveness of teaching has been evaluated by examining the teachers’ performances and characteristics for years. However, there has been no consensus on the definition of the attributes of an effective EFL teacher. Many studies have included both students’ and teachers’ perceptions of an effective EFL teacher and even though certain terms have been accepted, it is still debatable. Furthermore, even though the main goal of many pre-service teacher education programs...
The Problems of Novice Classroom Teachers having Regular and Alternative Certificates
Taneri, Pervin Oya; Ok, Ahmet (2014-04-01)
The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Results of the stu...
Citation Formats
F. E. Tonga, S. Eryiğit, F. Yalçın, and F. T. Erden, “Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China,” PROFESSIONAL DEVELOPMENT IN EDUCATION, pp. 0–0, 2019, Accessed: 00, 2020. [Online]. Available: