“…There are studies in the body of literature on this topic, supporting the findings of this research. It was found in the analysis of these studies that they brought suggestions regarding revision of teacher training system in accordance with the 21st century conditions (Atanur et al, 2006;Saylan, 2014;Sahin & Kartal, 2013;Turkish Education Association, 2009) and focusing on the quality (Akyuz, 2000;Saylan, 2014), ameliorating the physical infrastructure and establishing educational environments equipped enough to ensure skills for an effective use of technology (European Commission, Directorate-General for Education and Culture, 2010; Rots, Aelterman, Vlerick, & Vermeulen 2007;Seferoglu, 2004;Turkish Education Association, 2009;Yavuz, Ozkaral, & Yildiz, 2015), reorganization of the system of selection and assignment of teacher candidates considering the supply-demand balance (Akdemir, 2013;Atanur Baskan et al, 2006;Aydin, Sarier, Uysal, Aydogdu-Ozoglu, & Ozer, 2014, Bilir, 2011Dogan, 2005;Kavcar, 2002;Kulekci & Bulut, 2010), giving up traditional learning-teaching approach in the learningteaching process and adopting a student-centered system (Kartal, 2013;Turkish Education Association, 2009;Yavuz et al, 2015). As a result, it is believed that some certain factors have a significant influence on the success of teacher training system such as the fact that the programmes conducted are up-to-date in conformity with needs of the era and compatible in terms of the objectives and content; qualifications of the academicians; theory and practice are carried out in parallel during learning-teaching process; change and improvement in subject focus are taken into consideration in learning-teaching process; academic readiness of educational environments and teacher candidates.…”