Perceptions of Classroom Teachers and Classroom Teacher Candidates Regarding the Türkiye Century Education Model
Abstract
The purpose of this study was to examine the perceptions of classroom teachers and classroom teacher candidates regarding the Türkiye Century Education Model (TCEM) and to reveal the insights these perceptions offer about the model’s applicability. The research was designed using the phenomenological (qualitative) method, one of the qualitative research designs. Participants consisted of 18 first-grade teachers working in various primary schools in the province of Van and 18 classroom teacher candidates studying at a public university. The participants were selected through criterion sampling, and data were collected using a structured interview form. The data were analyzed using content analysis. According to the research findings, teachers and teacher candidates generally evaluated TCEM positively as a student-centered, value-oriented model that prioritizes holistic development. The model’s virtue-value-action approach, which targets not only academic success but also moral and social development, was considered a strong aspect. However, significant structural challenges emerge in the implementation of the model, including teacher competency, lack of technological infrastructure, overcrowded classrooms, inequalities in rural areas, and inconsistencies with the current exam system. In the study, it was also stated by the teacher candidates that since TCEM is still new, they were not adequately prepared for this model in education faculties, and they lacked confidence in whether the model would be long-lasting. Participants stated that for TCEM to succeed, multidimensional support should be provided, especially in the form of in-service training, mentoring programs, infrastructure investments, and flexible curriculum designs. Additionally, it was recommended that pilot implementations be expanded, teacher education systems be aligned with TCEM, and parent-community collaboration be strengthened.