Abstract

Primary Teacher Education Symposiums have been organized spo-radically since 1994, and annually since 2006. The aim of this study is to put forth and address any existing needs of symposiums as well as focus on any other potential things that can be done in order to improve their level of quality, now that these symposiums are a regular occurrence. This study is qualitative, and was conducted during the spring 2016 – 2017 teaching term at several universities using members of classroom teaching depart-ments. Data was collected using an open-ended questionnaire—with descriptive analysis being used to analyze what was collected. Upon examining the problems that arose within the context organizing the Primary Teacher Education Symposiums, challenges that were uncovered included related to the length of conference halls, the scantiness of participants, transportation, the extension of dates, accommodation, communication, and discrepancies between the length of presentations versus their aforementioned titles and contents. Prob-lems in terms of organizing the events were also encountered, thus leading yet again to a range of suggestions made by academics. In terms of problems encountered, suggestions made dealt with the scattering the same studies/presentations around at different times, the meticulous organization of social programs, halls being big enough, no constant changes at important times, symposium locations being carefully determined, communication with the organizing body being made simpler, better guidance and help, (potential) collaboration with professional companies, collaboration with journals/magazines, and high-quality adju-dication. In terms of improving symposium quality, when examining the suggestions col-lected from academics, recommendations brought to the table included discussion panels making mention of contemporary problems, allowing themes to be suggested by partici-pants, bringing in more variety to speaking sessions, organizing meet and greet events, increasing teacher-scholar interaction, increasing the number of teacher participants, col-laboration with Turkey’s Ministry of National Education (MEB), brining in undergraduate-level applications, increasing sponsor-based support, and having the symposium held once every two years.