Abstract
Interrupting educational services due to the CoVid-19 outbreak can have serious and long-term consequences. This paper addresses the comparisons of the Educational Regulations in Italy and Turkey after CoVid-19 on in-service teacher training. The purpose of this cross-cultural research is to examine the content and the quality of training that is provided to Turkish and Italian teachers in service. In this study, the document scanning method was used. In-service teacher training activities within the two education structures had been investigated through document scanning. In general, despite the differences in the general framework of teacher training in these two countries, they both pay more attention to teacher training right after the CoVid-19 outbreak. Based on the findings of the study, suggestions are made about in-service training activities in Turkey and Italy.
Highlights
Interrupting educational services due to the global closure of schools with the nature of countermeasures against the COVID-19 outbreak can have serious and long-term consequences, such as increased inequality and health problems in society, and decreased social cohesion
At the online meeting organized by UNESCO on April 29, 2020, it was determined that according to the measures offered by education ministers, even though most governments have not set precise dates to reopen their schools, they are planning a phased approach
UNICEF Education Director Robert Jenkins and World Bank Global Education Director presented the framework and stated that the further away from school, the more difficult it is to return to school
Summary
Interrupting educational services due to the global closure of schools with the nature of countermeasures against the COVID-19 outbreak can have serious and long-term consequences, such as increased inequality and health problems in society, and decreased social cohesion. In the time of the epidemic, the Government of Spain has made it a priority to eliminate deficiencies in the measures to be taken in the field of education, due to the disruption of the content, courses, subjects, and curriculum in all circumstances due to extraordinary conditions After proposals such as making use of all areas of training centers, combining face-to-face activity with remote activity or adapting programs, the Ministry (2020a) Economic Affairs to design a regional cooperation program for teacher education, which will enable the digitalization of increased resources to strengthen digital resources and skills through platforms and devices and announced that they are working with the Ministry of Digital Transformation. What actions ought to be taken to provide better in-service schooling activities for teachers in Turkey and Italy?
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