Perspectives of Academics, Teachers, and Pre-Service Teachers on the Establishment of National Education Academies

Aysel Arslan; Mevlüde Sümeyye Polat

doi:10.56741/IISTR.jpes.002079

Authors

Aysel Arslan
ayselarslan@cumhuriyet.edu.tr
Sivas Cumhuriyet University https://orcid.org/0000-0002-8775-1119
Mevlüde Sümeyye Polat Sivas Cumhuriyet University https://orcid.org/0009-0001-9802-7812

Keywords:

National Education Academies, Professional Competence, Qualitative Research, Stakeholder Perspectives, Teacher Education

Abstract

This study aims to examine the perspectives of academics, teachers, and pre-service teachers regarding the establishment of National Education Academies and their potential role within the teacher education system. The research focuses on how these academies are expected to contribute to teacher preparation, the similarities and differences between National Education Academies and Faculties of Education, and their possible impact on the professional competencies of pre-service teachers. A qualitative research approach was adopted using a phenomenological design. Data were collected through semi-structured interviews with eight academics, thirteen teachers, and ten pre-service teachers. The collected data were analyzed using content analysis to identify recurring themes, sub-themes, and patterns across participant groups.

The findings indicate that stakeholder perspectives differ considerably. Academics generally view the National Education Academies as potentially beneficial, particularly if structured around a practice-based and field-oriented training model. They emphasize the importance of integrating theory and practice, strengthening technological infrastructure, and ensuring transparency and merit-based implementation. In contrast, some teachers and pre-service teachers express concerns that the academies may duplicate existing curricula and undermine the institutional role of Faculties of Education. Pre-service teachers, in particular, tend to perceive the academy model as repetitive, time-consuming, and potentially demotivating. Overall, the study suggests that for National Education Academies to effectively support teacher education, they must adopt an innovative, holistic, and collaborative approach that complements rather than competes with existing university-based teacher education structures.

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Author Biographies

Aysel Arslan, Sivas Cumhuriyet University

completed her primary education in Sivas and finished middle and high school through an open education program. She earned her Bachelor’s degree in Turkish Language Teaching from Sivas Cumhuriyet University (2010–2014), her Master’s degree in Curriculum and Instruction from the same university (2014–2017), and her Ph.D. in Curriculum and Instruction from Atatürk University (2017–2021). She has published numerous articles, conference papers, and book chapters. Her main research interests include cooperative learning, self-efficacy, digital addiction, values education, lifelong learning, and motivation. (email: ayselarslan@cumhuriyet.edu.tr).

Mevlüde Sümeyye Polat, Sivas Cumhuriyet University

completed her Bachelor’s degree in Elementary Education at Necmettin Erbakan University, Konya, in 2016, and her Master’s degree in Curriculum and Instruction at Sivas Cumhuriyet University in 2025. She has nine years of professional experience as a classroom teacher and primarily focuses on qualitative research. She continues her academic work in the fields of teacher education and curriculum studies. (smyypltt58@gmail.com).

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