Pre-Service English Teacher Preparation in Türki̇ye and Japan: a Comparative Study Of Admission Policies, Curricular Content, and Practicum Practices

Aakre, B. M. (2023). Teacher education and policy in Japan. A norwegian perspective. Didactica, 4(1), 1-36.

Adick, C. (2017). Bereday and Hilker: origins of the ‘four steps of comparison’ model. Comparative Education, 54(1), 35-48. https://doi.org/10.1080/03050068.2017.1396088.

Ajani, O. A. (2024). Enhancing pre-service teacher education: Crafting a technology-responsive curriculum for modern classrooms and adaptive learners. Research in Educational Policy and Management, 6(2), 209–229. https://doi.org/10.46303/repam.2024.32.

Aldemir, Y. A., & Er, K. O. (2012). A comparison of pre-service English language teacher training systems in Turkey and Japan. Ankara University Journal of Faculty of Educational Sciences (JFES), 45(1), 83-106. https://doi.org/10.1501/Egifak_0000001237.

Ambu‑Saidi, B., Fung, C., Turner, K., & Lim, A. S. S. (2024). Enhancing quality education through comprehensive teacher education: A systematic review of literature. Journal of Business and Social Sciences, 7(1), 1-19.

Angeli, C., & Valanides, N. (2023). Preservice teachers’ technological pedagogical content knowledge: A bibliometric analysis. Frontiers in Education, 8, Article 1033895. https://doi.org/10.3389/feduc.2022.1033895.

Arıkan, A. (2015). An autoethnography of teaching English to young learners: From theory to practice. The Anthropologist, 20(1-2), 77–85. https://doi.org/10.1080/09720073.2015.11891726.

Arifani, Y., Megawati, F., & Mulyadi, D. (2023). Strengthening the quality of teacher education programs: Editorial on a research topic. Frontiers in Education, 8, Article 1338688. https://doi.org/10.3389/feduc.2023.1338688.

Asaoka, C. (2019). Early professional development in EFL teaching: Perspectives and experiences from Japan. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788923224.

Asmalı M., (2020). General picture of English language teaching programs and students in Turkey. Journal of Higher Education and Science/Yükseköğretim ve Bilim Dergisi, 10(2), 264-275. https://doi.org/10.5961/jhes.2020.388.

Asmali, M. (2023). English language teacher education programs at Turkish universities: A statistical overview. Higher Education Governance & Policy, 4(1), 1-13. doi:10.55993/hegp.1204834.

Asmalı, M., & Çelik, H. (2021). Do admission requirements matter? A comparison of the requirements for admission to the ELT programs in the Netherlands and Turkey. Yüksekö¤retim Dergisi,11(2 Pt 1), 215–226. doi:10.2399/yod.20.736708.

Balbay, S., & Doğan, C. (2021). English language teaching and language teacher education in Turkey-An evolutionary overview. International Journal of Progressive Education, 17(5), 364–376. https://doi.org/10.29329/ijpe.2021.375.23

Barış, Y., & Hasan, A. (2019). Teacher education in China, Japan and Turkey. Educational Research and Reviews, 14(2), 51–55.

Barker, D. (2018). Fundamental problems with English education in Japan. Gifu University Faculty of Education Research Report. Educational Practice Research and Teacher Education Research. https://gifu-u.repo.nii.ac.jp/records/65537.

Bayrakcı, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1). https://doi.org/10.14221/ajte.2009v34n1.2.

Bereday, G.F. (1964). Comparative method in education. New York: Holt, Rinehart and Winston Inc.

Chauke, M. (2025). South African teachers’ perceptions of their mediator role during the COVID 19 pandemic. South African Journal of Education, 45(2), Article #2486. https://doi.org/10.15700/saje.v45n2a2486.

CoHE. (2018). Öğretmen yetiştirme lisans programları. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf (June 15 2025).

CoHE. (2020). YÖK’ten eğitim fakültelerine yetki devir kararı. Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx (June 14 2025).

Comoglu, I., & Dikilitas, K. (2020). Learning to become an English language teacher: Navigating the self through peer practicum. Australian Journal of Teacher Education, 45(8). http://dx.doi.org/10.14221/ajte.2020v45n8.2.

Coşgun Ögeyik, M. (2020). School-based and faculty-based teaching practices student teachers gain classroom experiences. ELT Research Journal, 9(1), 28-53.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). https://doi.org/10.14507/epaa.v8n1.2000.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. Hoboken, NJ: John Wiley and Sons.

Darling Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-brief

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791.

Das, N. R., & Biswas, N. D. S. (2024). The significance of pre-service teacher education program for the improvement of school education. International Journal of Humanities Engineerıng Science and Management, 5(2), 06-16. https://doi.org/10.59364/ijhesm.v5i2.290.

Demir, Y. (2015). All or nothing: English as a foreign language (EFL) student teachers’ and teacher trainers’ reflections on a pre-service English teacher education program in Turkey. The Anthropologist, 19(1), 157–165. https://doi.org/10.1080/09720073.2015.11891650.

Ekoç Özçelik, A. (2022). Comparing English language teacher education programs in Turkey and Finland. Öğretmen Eğitimi Ve Öğretim, 3(1), 1–16. https://doi.org/10.55661/jnate.974146.

Ekşi, G. Y., Yakışık, B. Y., Aşık, A., Fişne, F. N., Werbińska, D., & Cavalheiro, L. (2019). Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland. Teachers and Teaching, 25(3), 279–300. https://doi.org/10.1080/13540602.2019.1587404.

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x.

Engida, M., Tesfaye, M., & Bekele, T. (2024). Impact of teaching quality on student achievement: Evidence from secondary schools in the East Gojjam Administrative Zone. Frontiers in Education, 9, Article 1367317. https://doi.org/10.3389/feduc.2024.1367317.

Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183 https://doi.org/10.1093/elt/ccs081.

Ertuğrul-Seçer, Ş. Y. & Erişen, Y. (2020). Evaluation of English language Teaching undergraduate programs in terms of document analysis. International Journal of Curriculum and Instruction,12 (2), 671-703.

Fullan, M. (2023). The new meaning of educational change (6th ed.). Teachers College Press.

Gillis, S., Polesel, J., & Wu, M. (2016). PISA Data: raising concerns with its use in policy.

Gümüş, A. (2022). Twenty-first-century teacher competencies and trends in teacher training. In: Alpaydın, Y., Demirli, C. (eds) Educational theory in the 21st Century. Maarif Global Education Series. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-16-9640-4_11.

Hafalir, I. E., Hakimov, R., Kübler, D., & Kurino, M. (2018). College admissions with entrance exams: Centralized versus decentralized. Journal of Economic Theory, 176, 886–934. https://doi.org/10.1016/j.jet.2018.05.009.

Hanushek, E. A., & Woessmann, L. (2020). Education, knowledge capital, and economic growth. In S. Bradley & C. Green (Eds.), The economics of education (2nd ed., pp. 171–182). Academic Press. https://doi.org/10.1016/B978-0-12-815391-8.00014-8.

Hatipoğlu, Ç. (2016). The impact of the university entrance exam on EFL education in Turkey: Pre-service English language teachers’ perspective. Procedia-Social and Behavioral Sciences, 232, 136–144.

Ho, W. W. Y., Lau, Y. H. Y., & Li, E. K. L. (2025). Facilitating reflection, confidence, and positive mirror effect in teacher practicum: a serial multiple mediation model. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04454-2.

Honda, K., Aoyama, T., Tadokoro, T., & Kida, Y. (2017). The overseas teaching practicum in pre-service English teacher training: A qualitative data analysis using SCAT. ARELE: Annual Review of English Language Education in Japan, 28, 289-301. https://doi.org/10.20581/arele.28.0_289.

Hudson, C. (2023). A conceptual framework for understanding Effective Professional Learning Community (PLC) operation in schools. Journal of Education, 204(3), 649–659. https://doi.org/10.1177/00220574231197364.

Kartal, G., & Basol, H. Ç. (2019). Generic teacher competencies and the English Language Teacher Education Program in Turkey. Novitas-ROYAL (Research on Youth and Language), 13(2), 133–154. http://files.eric.ed.gov/fulltext/EJ1231978.pdf.

Kılıçkaya, F. (2018). Recruitment of English language instructors at the schools of foreign languages in Turkey: Issues and challenges. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(40), 159-182. https://doi.org/10.31795/baunsobed.49257.

Kızıldağ, A., & Tuncer, H. (2022). A scoping review on practicum of Turkish pre-service EFL teachers during COVID-19. OPUS Journal of Society Research, 19(45).

Kitchen, H., Bethell, G., Fordham, E., Henderson, K., & Li, R. R. (2019). OECD reviews of evaluation and assessment in education: Student assessment in Turkey. In OECD reviews of evaluation and assessment in education. https://doi.org/10.1787/5edc0abe-en.

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2016). The Technological pedagogical content knowledge framework for teachers and teacher educators. In M. R. Panigrahi (Ed.), Resource book on ICT integrated teacher education (pp. 20–30). Commonwealth Educational Media Centre for Asia. https://oasis.col.org/server/api/core/bitstreams/35d2a2a2-a96e-4cf5-b033-b9ac612ac424/content.

Li, J., Xue, E., & Guo, S. (2025). The effects of PISA on global basic education reform: A systematic literature review. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04403-z.

Machida, T. (2019). How do Japanese junior high school English teachers react to the teaching English in English policy? JALT Journal, 41(1), 5. https://doi.org/10.37546/jaltjj41.1-1.

Machida, T. (2022). Preparing pre-service teachers for teaching English to elementary school students through team teaching. JALT Journal, 44(1), 33–56. https://doi.org/10.37546/jaltjj44.1-2.

Manzon, M. (2018). Origins and traditions in comparative education: challenging some assumptions. Comparative Education, 54(1), 1–9. https://doi.org/10.1080/03050068.2017.1416820.

Masashi, A. (2022). Past and future of teacher education in Japan: Considering the modality of practical experiences during the COVID-19 pandemic. Journal of Southeast Asian Education, 108–117.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey Bass.

MEXT (2024). Course guide of teacher training program. https://www.mz.emb-japan.go.jp/files/100618771.pdf?utm.

Milli Eğitim Bakanlığı Personel Genel Müdürlüğü (MoNE). (2025a, April). Sözleşmeli öğretmenliğe başvuru ve atama duyurusu [Announcement for the application and appointment to contracted teachership].Received from https://personel.meb.gov.tr/meb_iys_dosyalar/2025_04/18182111_sozlesmeliogretmenligebasvuruduyurusunisan2025.pdf (15 June 2025).

Millî Eğitim Bakanlığı (MoNE). (2025b, March). Özel Öğretim Kurumları Yönetmeliği [Regulation on Private Education Institutions]. Official Gazette, issue 31044.

Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2022a). Outline of the teaching certification system. https://www.mext.go.jp/a_menu/shotou/kyoin/20220913-mxt_kouhou02-1.pdf

Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2022b). Q&A about teaching licenses. https://www.mext.go.jp/a_menu/shotou/kyoin/main13_a2.htm.

Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2019). The perspective of MEXT policy on teacher preparation in open system. The Japanese Society for the Study on Teacher Education, 28, 18–28. https://doi.org/10.32292/jsste.28.0_18.

Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2020). Improvement of teacher training in universities and graduate schools [Overview of key reforms]. Retrieved from: https://www.mext.go.jp/en/policy/education/lawandplan/title01/detail01/sdetail01/1373805.htm?utm.

Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2023). Improvement of Academic Abilities (Courses of Study). https://www.mext.go.jp/en/policy/education/elsec/title02/detail02/1373859.htm.

Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x.

National Center on Education and the Economy, we unite educators, policymakers, researchers, and communities to build education systems that don’t just prepare young people for the future—they equip them to shape it. We are future-focused, now-inspired.

National Center on Education and the Economy (NCEE) (2023). PISA Top performing countries Japan. https://ncee.org/japan/

National Center for University Entrance Examinations (the NCUEE) (2023). About the National Center for University Entrance Examinations. https://www.dnc.ac.jp/albums/abm.php?d=4&f=abm00005032.pdf&n=About_the_National_Center_for_University_Entrance_Examinations%282024%29.pdf

National Information Center for Academic Recognition (NIC) Japan (2025). Admission to Higher Education Institution. https://www.nicjp.niad.ac.jp/en/japanese-system/admission.html.

National Institute for Educational Policy Research (NIER), (2013). Teacher training and certificate system. Available from: https://www.nier.go.jp/English/educationjapan/pdf/201103TTCS.pdf pdf [Accessed 14 June 2025]

National Institute for Educational Policy Research (NIER), Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2019). Key Features of OECD Programme for International Student Assessment 2018- Results in Japan. Available from: https://www.nier.go.jp/kokusai/pisa/pdf/2018/01_point-eng.pdf. [Accessed 15 June 2025]

OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing. https://doi.org/10.1787/9789264018044-en.

OECD (2012), Lessons from PISA for Japan, Strong Performers and Successful Reformers in Education, OECD Publishing. http://dx.doi.org/10.1787/9789264118539-en.

OECD. (2021). 21st-Century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en.

OECD. (2022a). PISA Database https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/japan_f7d7daad-en.html.

OECD. (2022b). PISA 2022 results (Volume I): The state of learning outcomes. OECD Publishing. https://doi.org/10.1787/8f5f8f64-en.

OECD. (2023a). Teaching for the Future: Global Engagement, Sustainability and Digital Skills. International Summit on the Teaching Profession. OECD Publishing. https://doi.org/10.1787/d6b3d234-en.

OECD. (2023b). PISA 2022 results (Volume I & II): Country note – Türkiye. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/11/pisa-2022-results-volume-i-and-ii-country-notes_2fca04b9/turkiye_5a6863b0/d67e6c05-en.pdf.

OECD. (2025a). The OECD Teaching Compass: Reimagining Teachers as Agents of Curriculum Change (No. 123). OECD Education Policy Perspectives, No. 123, OECD Publishing, Paris. https://doi.org/10.1787/8297a24a-en.

OECD (2025b). Unlocking High-Quality Teaching, OECD Publishing, Paris, https://doi.org/10.1787/f5b82176-en.

Olawale, B. E. (2024). Impact of pre-service teacher education programme on mathematics student teachers’ teaching practices during school experiences. Education Sciences, 14(7), Article 762. https://doi.org/10.3390/educsci14070762.

Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2025). Higher education institutions examination (YKS) guide.Received from: https://dokuman.osym.gov.tr/pdfdokuman/2025/YKS/kilavuz11062025.pdf. Measurement, Selection and Placement Centre. [Accessed 13 June 2025].

Önal, A., & Özdemir, A. (2024). Reforming English language teaching nudergraduate programs for age divisions in Türkiye: Perspectives of in-service English language teachers. Journal of Language Research, 8(1), 1-16. https://doi.org/10.51726/jlr.1338286.

Öztürk, B., & Aydın, G. (2019). English language teacher education in Türkiye: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181. DOI: 10.18039/ajesi.520842.

Patton, M. Q. (2015). Qualitative research and evaluation methods. Sage.

Paxton, S., Yamazaki, T., & Kunert, H. (2022). Japanese university English language entrance exams and the washback effect: A systematic review of the research. Journal of Pan-Pacific Association of Applied Linguistics, 26(2), 1–20. https://doi.org/10.25256/PAAL.26.2.1.

Rif’attullah, M., & Ciptaningrum, D. S. (2024). Exploring pre-service teacher professional learning and practicum preparedness. Formosa Journal of Social Research, 12(2), 1779–1798.

Rocha-Erkaya, O., & Ergünay, O. (2021). Pre-service ELT Teachers’ Prospective Needs and Desires for their Pre-service Teacher Education. International Journal of Contemporary Educational Research, 8(3), 1–12. https://doi.org/10.33200/ijcer.909940.

Saito, Y. (2017). Higher education in Japan. Received from: https://www.nier.go.jp/English/educationjapan/pdf/201109HE.pdf.

Sanfo, J. B. M., and Malgoubri, I. (2021). Teaching quality and students' EFL achievements in ethiopia: Analysis from the perspective of the basic dimensions of teaching quality. Theory Pract. Lang. Stud. 11, 1131–1145. doi: 10.17507/tpls.1110.01.

Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378. DOI:10.1080/02607470600981953.

Shimizutani, S. (2011). Education reform in Japan: a course for lifelong learning. Asia-Pacific Review, 18(2), 105–114. https://doi.org/10.1080/13439006.2011.630853.

Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455–470.

Smith, C. (2025). Challenges in English language education in Japan: Policy vs. practice. European Journal of Education and Pedagogy, 6(2), 53–63. https://doi.org/10.24018/ejedu.2025.6.2.912.

Suisan (2022). Student Handbook 2022. Fukuoka: Suisan University.

Suryavanshi, S. (2023). Approaches and methodologies for comparative studies in teacher education: Lessons from literature review. International Journal of Research in Education, 11, 45–66.

Tan, S., Goei, S. L., & Willemse, T. M. (2024). Global insights on lesson study in initial teacher education: A systematic literature review encompassing English, Japanese, and Chinese language sources. Teaching and Teacher Education, 152, 104791. https://doi.org/10.1016/j.tate.2024.104791.

Taşdemir, H., & Gümüşok, F. (2023). Self-evaluation as a form of reflective practice in the practicum. Journal of Language Education and Research, 9(2), 515-534.

Tavakoli, E., & Gamlem, S. M. (2024). Assessment patterns in teacher education programmes: content analysis of course syllabi. Assessment & Evaluation in Higher Education, 49(6), 878–892. https://doi.org/10.1080/02602938.2024.2334417.

Terasawa, T. (2022). What made primary English education in Japan different from the global trend? A policy process analysis. Linguistics and Education, 71, 101084. https://doi.org/10.1016/j.linged.2022.101084.

Tondeur, J., Trevisan, O., Howard, S. K., & Van Braak, J. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education, 105262. https://doi.org/10.1016/j.compedu.2025.105262

Tonga, F. E., Eryiğit, S., Yalçın, F. A., & Erden, F. T. (2019). Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China. Professional Development in Education, 48(1), 88–104. https://doi.org/10.1080/19415257.2019.1689521.

Tatto, M. T. (2022). The need for comparative studies in teacher education. In M. T. Tatto (Ed.), The Palgrave Handbook of Teacher Education Research (pp. 1–22). Palgrave Macmillan.

Tuzcu Eken, D. (2021). English education in Turkey: Why are we ‘very low level’?. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (23), 804-822. DOI: 10.29000/rumelide.949700.

Uztosun, M. S. (2016). Profiles of Turkish pre-service teachers of English in terms of language learning background. Journal of Further and Higher Education, 41(4), 492–503. https://doi.org/10.1080/0309877x.2015.1135883.

Ünaldı, İ.& Baykara, T. (2023). The effects of practicum practice on Turkish preservice EFL teachers’ belief systems. International Online Journal of Education and Teaching (IOJET), 10(3). 2001-2018.

Wojniak, J. (2018). George Z. F. Bereday (Zygmunt Fijałkowski) and his comparative method in educational research. SHS Web of Conferences, 48, 01050. https://doi.org/10.1051/shsconf/20184801050.

World Bank. (2024). Education overview. World Bank.

Xin Liu, K. Y. Hansen, M. Valcke, & J. De Neve. (2024). A decade of PISA: student-perceived instructional quality and mathematics achievement across European countries. ZDM – Mathematics Education, 56, 859–891. https://doi.org/10.1007/s11858-024-01630-7.

Yamanaka, S., & Suzuki, K. H. (2020). Japanese Education Reform towards Twenty-First Century Education. In Springer eBooks (pp. 81–103). https://doi.org/10.1007/978-3-030-41882-3_4

Yangın Ekşi, G., & Yakışık, B. Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339. https://doi.org/10.13189/ujer.2016.040610.

Yıldırım, A. and Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Yavuz, A., & Zehir Topkaya, E. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas – ROYAL (Research on Youth and Language), 7(1), 64–83.

Yildirim-Tasti, O., & Yildirim, A. (2022). Critical thinking skills and dispositions of Turkish pre-service teachers: A systematic review of research. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 15(3), 561-604.

Yükseköğretim Kurulu [Council of Higher Education]. (2018, May 30). Yeni Öğretmen Yetiştirme Lisans Programları: Programların güncelleme gerekçeleri, getirdiği yenilikler ve uygulama esasları [New Pre-service Teacher Education Bachelor’s Programs: Reasons for updates, innovations, and implementation principles]. YÖK. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf

Zhao, L., & Fan, W. (2023). Conception, features, and framework of curriculum and instruction integration. Education Research International, Article ID 8728567. https://doi.org/10.1155/2023/8728567.