Comparison of “School Experience” and “Teaching Practice” Activities in Teacher TrainingSystemsof Turkey and England

The aim of this study is to compare “school experience” and “teaching practice” activities in teacher training systems of Turkey and England. Similar and different aspects of “school experience” and “teaching practice” activities were tried to be described with this comparative study. The study is important as it will contribute especially to the activities of combining theory and practicein teacher education becauseunlikeTurkey, Englandis claimed tohavea school-basedteacher education system. Data about the study was collected through literature review andanalysedthroughdescriptive analysis. According to research findings it was seen that in teacher training systemswhich have been implementedin England, in practice theoretical knowledge is combinedexpertly with skill directed learning while “school experience” and “teaching practice” courses are added to theoretical ones but cannot becombinedwith these courses in Turkey. The most important reasons of this problem are that practicalcoursescannot beintegrated intotheteacher training system and inadequacy of school based teaching in terms of practicum. The events such as teachers recognizingtheschool organization, examination ofnew teaching techniques, observation made by experienced teachers and education experts, attending coursesandteachingactivities seem to be different when teacher training systems of both countries were compared.