Abstract
The last ten years have witnessed major challenges, reforms and developments in all aspects of life in Turkey. Education, inevitably, has been reconstructed and reshaped in line with the European Union. Having a history of more than 150 years, teacher education was included in the series of reforms. The structure, the training periods and the institutions were the central concern of these of these reforms. Although most of these reforms have been implemented the In-Service Education and Training (INSET), INSET is still experiencing some shortcomings that need to be addressed. This paper is aimed at analyzing the needs of the INSET in both Turkey and the European Union, their similarities and differences and recommendations.
Introduction
Theories, curricula, methods, strategies and technologies change every now and then. Teachers require INSET in order to adapt to the new systems. Contemporary researches and reports have indicated that the quality education depends on the capability of teachers to develop professionally. The studies continue to explain that the success in the education system will be low if teachers are not placed in the center of these reforms. It is for this reason that the involved policy makers have continually insisted on the need to develop the INSET system as to bridge the gap between the traditional systems and the emerging demands. Teachers therefore need to follow continuous professional development by enrolling in the INSET program.
In the recent years there have been a widespread series of developments that are reshaping the means of social life. It is has been a great necessity for individuals to gain the skills and information required in this new era of dynamic changes. Just like any other social systems, these changes force the educational system to restructure its mechanisms and functions to comply with the changing