This project aims to offer an Online Practice Portal (OPP) for creating more integrated and transparent and a standardised teaching practice program. In this case, there are a few studies  which show that each special education department creates their own practice program (Hazir, 2019; Vuran, Ergenekon, & Ünlu, 2014) by benefitting from administrative and academic autonomy. Further, the existing teaching practice regulations give controlling and assessment of the participants to an upper hierarchy (MoNE, 2018). However, it does not work properly because the university tutors` (UT), cooperating teachers` (CT)  and headteachers` lack of faculty-school partnership understanding, limited resources, low-level of collective and professional agency (Hazir, 2019). While a few countries focus on these issues in dept, no research has been carried out to overcome the situations described considering the quality of the program holistically in Turkey. Accordingly, this project aims to fills the gap in the Turkish literature theoretically, and to develop a program which provides actors who have a high level of professional and collective agency by creating the OPP practically and to minimize the effects of limited resources. While creating the OPP, the countries which have successful initial teacher training programs; The UK (Ofsted, 2019), Singaporean (Nanyang Technological University, 2015) and Shanghai (China) (Zheng, Chen, & Burgos, 2018) were a good guide to shape some approaches in OPP. Thus, the following main research question is addressed for this issue: how does the `OPP` develop a school-based teaching practise program?

This project will consist of three phases, one is the development, the second is the implementation and the last one is the evaluation. The OPP firstly provides both physical and online pre-service and a regular weekly in-service training for UTs, CTs and other actors for their responsibility and learning `OPP`, organizing a structured teaching environment, allow them to share their experiences, ideas freely for developing the program (Calvert, 2016), and creating a mutual trust and communication between each actor in the system (Greany & Brown, 2015) and create a more transparent teaching environment and degree of accountability (Mccaffrey, Lockwood, Koretz, & Hamilton, 2003; Nabhani, Nicolas, & Bahous, 2013). The OPP consists of mainly seven actors; UT, CT, Student Teacher (ST), Heads and Practice coordinators for school and university. Each actor will have his/her online account providing their roles. Besides, the heads and the coordinators have access to see what is happening in the system, and the OPP creates also a collaboration between the various stakeholders within teacher training program in/between Special education departments. Further, this project aims to allow reflection of student teachers` interpretation into practice by supervision of main actors. Moreover, the OPP coordinators collaborate with teacher educators for uploading appropriate template videos and documents for various teaching session subjects such as how to tackle problem behaviours, teaching academic skills, social skills and/or classroom management by using different techniques considering pupils` needs and have STs` perception tests for each skill for measuring how they perceive the class and where they need to focus on. Generally, STs enter to the professional environment first time, so they feel nervous and not sure how to evaluate the practices critically and control the classroom properly (Hagger, Burn, Mutton, & Brindley, 2008).

Therefore, the real cases in videos and documents would be beneficial to encourage them to go into the classroom easily. Uploading the movies, animations, experiences of previous years` student teachers would encourage student teachers to enter the classroom, and such materials may help boost their confidence. Moreover, the STs can communicate with UT and CT for any issues, discussing what pupils need to learn, which prerequisites pupils need to meet for a particular skill teaching, planning their anecdotal and A-B-C (Antecedent-Behaviour-Consequences) records, observation and teaching sessions, preparing materials and get feedback before and after the sessions through their OPP email and account. Moreover, each actor will fill out a form related to their colleagues` practices, attitudes, approaches and experiences. Only the coordinators and heads will have access these forms anonymously to develop the practice program. Further, STs` OPP account will be active for a year after they graduate from the program, because they feel alone and be in a quandary when they start to work professionally (Mclaughlin, Black, Brindley, Mcintyre, & Taber, 2006). Lastly, the authorities will assign another task to two heads and/or coordinators to assess another department`s practices. At the following section, a pilot study in three special education departments in Turkey will be conducted to investigate its effectiveness and validity and whether helps to create a more organized, transparent and standardized environment. Then, the authorities may consider on how effective these departments` practices are being conducted by the help of OPP.

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