The aim of this study is to bring together the studies that have been done in Turkey to reveal similarities and differences between teacher training program standards and accreditation, and study to determine the contributions of these studies to the field and their quantifiable data between the years of 1999-2014.In this study, 27 studies have been examined that have been done in Turkey in the field of program standards and accreditation in teacher education by type, method, pattern and data collection tool. Also brief summaries of studies have been included to our research. The studies that have been included in the research were carried out between 1999 and 2014.15 studies were scientific articles, 4 studies were Master’s theses and 8 of them were Ph.D. dissertations. 11 of the studies used the qualitative method, 14 of the studies used the quantitative method and 2 of the studies used a combination of both. According to the studies that have been included in this research it is important to have program standards in teacher’s training. However, it is striking that there are serious shortcomings in the implementation of standards in faculties.Particularly, it is seen as a major deficiency that the teacher candidates do not have to be qualified to any standards in admission to the education faculties. It is seen that in Turkey, cooperation between universities and the schools that host teachers-in-training is very important in teacher’s education as it is in the western countries. However, there are serious problems and deficiencies in observing and following up with teacher candidates that are sent from the education faculty to the practicum school and evaluating their proficiency.Additionally, the quality standards that are met by curriculum, professors, students, facilities, libraries and equipment, and management create the foundation of the accreditation system in western countries, which are lacking in Turkey.
Accreditation, Standard, Teacher Education, Quality