Shifting Discourses in Teacher Education Policy: A Critical Analysis of the Educational Strategies of Türkiye

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: Terms of Service: Teacher Policy, Contracts, and Governance

Abstract

This study explores how teacher identity and teacher education are discursively constructed in Turkish Ministry of National Education (MoNE) Strategic Plans from 2015 to 2024. Using Critical Discourse Analysis (CDA), it examines three consecutive plans to trace shifting discourses from moral leadership and national duty, to performance-based professionalism, and finally to a more human-centered and future-oriented view of teaching. The analysis reveals how global influences, policy trends and national political agendas shape evolving expectations around teacher agency, well-being, and professional growth. Findings highlight both continuity and change in policy language, suggesting a gradual move from control to empowerment. The study contributes to understanding how educational reforms negotiate global pressures while reimagining teacher roles within local contexts.

Authors

• Büşra Gündeş Orman, Istanbul Aydin University

• Alperen Senol, Istanbul Aydin University