TEACHER CANDIDATES’ PERSPECTIVES ON THE NATIONAL EDUCATION ACADEMY: A Q METHOD STUDY

Abstract

This research aims to examine teacher candidates’ views on the National Education Academy. The study, which used a general survey model, utilized the Q methodology for data collection and analysis. The Q methodology was used to investigate how teacher candidates evaluate the National Education Academy, whether they are divided into different subgroups, and on which issues these subgroups agree or disagree. The analysis of data collected from 41 students at two different education faculties revealed that teacher candidates are divided into three groups: Traditionalists, Reformists, and Observers. Traditionalists expressed strong criticism and opposition to the National Education Academy. They emphasize the view that education faculties and the teaching profession will be harmed. Reformists, on the other hand, believe there is a need for a revision in the teacher training system and that the National Education Academy could have many positive outcomes. The final group, Observers, are not fundamentally opposed to this change but clearly express their critical perspectives. The study's findings were discussed based on Rogers' Diffusion of Innovations theory. The results show that teacher candidates’ perspectives on the National Education Academy have changed significantly, and that more emphasis should be placed on open communication and stakeholder participation to standardize sustainable teacher training policies that stakeholders trust.