Global Standards, National Adaptations: Teacher Evaluation in Turkey’s 2025 Curriculum Reform

Abstract

In this study, Turkey’s newly introduced Teacher Monitoring, Evaluation, and Development Model (2025) was examined through comparative document analysis in relation to two international frameworks/standards: the Danielson Framework for Teaching and the OECD TALIS teacher standards. The analysis revealed significant commonalities in planning, instruction, assessment, collaboration, and professional learning. Meanwhile, the Turkish model diverges by emphasising curriculum compliance alongside centralised accountability and student development on moral-ethical aspects. Thus, it may be considered a hybrid model with features of the global references that have become integrated into the curriculum reform process in the Turkey Century Education Model (TYMM) context. The research locates teacher evaluation as a curriculum policy tool that mediates between global discourses related to professionalism and national educational agendas. Despite extensive global research on teacher education, Turkey’s 2025 Teacher Monitoring, Evaluation, and Development Model has not yet been comparatively analysed in relation to established international frameworks or standards. Thus, this study presents comparative implications relevant to balancing accountability goals and teacher agency with greater progressive instructional change. Future research may focus on exploring how the new model is experienced in practice in different school contexts through teacher perspectives and classroom implementation.