A Comparative Policy Review of Teacher Education Systems in Türkiye and China

This study presents a comparative narrative review of teacher education systems in Türkiye and China. These two countries share the same purpose of elevating teacher quality despite their cultural, historical, and contextual differences. The study investigates five key dimensions: entry requirements, curriculum design, practicum structures, certification processes, and teacher status based on international reports and national frameworks. While China's coherent approach has its roots in Confucian values and national perspectives, Türkiye's developing model fosters communicative teaching methods, professional autonomy, and continuous reforms. The comparison highlights not only contrasts but also mutual lessons that can be drawn from each country's practices. Türkiye can bolster its reforms with reflective practice, structured mentoring, and comprehensive entry assessments. At the same time, China may fill its gap by employing learner-centred methodologies and opening the door to global exchange. In the end, the study uncovers that effective teacher education is not only the consequence of good policy but requires meaningful efforts from people who shape the future of a country.