Qualification Journey in Teacher Training: Case in Northern Cyprus

Identification of professional teaching standards has great value on initial teacher training, hiring teachers, assessing teachers‘ performance, as well as planning and organizing teachers‘ professional development. In Northern Cyprus, there are not any identified professional teaching standards. This study aimed at filling this gap in Northern Cyprus education system. Purpose of the Study: The purpose of the study is to identify the developmental process(DP), dimensions of professional teaching standards(DoPTS) and draft professional teaching standards(DPTS) as an initial step for proposing national framework for professional teaching standards(PTS) in Northern Cyprus(NC). Method: Case study under qualitative paradigm was used as the research strategy in this study. Participants were 7 educational experts(7-EEs) and 17 working group members(17-WGMs). Data were collected using semi-structured interviews. Data were analyzed tthrough content analysis. Findings: As a result of the face-to-face interviews with WGMs, 4-DoPTS and 52-DPTS were identified. Conclusion and Recommendations: Conclusion revealed categories on DP, DoPTS and DPTS. As a result, category DP involved themes existing-situation, procedures, working group, format of the study and study techniques. Category DoPTS yielded themes professional values and practice(PVaP), professional development and practice(PDaP), teaching and learning process(TaLP), and professional relationships and practice(PRaP). Category DPTS included categories PVaP, PDaP, TaLP and PRaP. Category PVaP generated themes valuing learners, being a role model and entrepreneurship. Category PDaP included themes focus on learning strategies, expertise, research skills, curricular knowledge and active leadership. Category TaLP gave rise themes pedagogical content knowledge, learning as cycles of monitoring assessment and feedback; planning learning; learners‘ responsibilities and special needs. Category PRaP included themes communication and collaboration. Using further statistical analysis, PTSs and performance statements are required to be identified. Similarly, PTSs related to each field of study are recommended to identify basing upon the PTSs.