Öğretmen eğitiminde akreditasyon ve Türkiye için bir model önerisi
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Date
2008
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Eğitim Bilimleri Enstitüsü
Abstract
This study has three main aims in line with accreditation systems and, more specifically, the accreditation system in teacher education. The first aim is to define the process of accreditation in higher education. For this aim, the accreditation systems in higher education in JQI countries in Europe, USA, Australia and Japan are investigated. The second aim is to explore how accreditation in teacher education works. Considering this aim, the accreditation systems in teacher education in England, Scotland, USA and Australia are analysed. The third aim is to propose an accreditation model for teacher education system in Turkey.In the method of the study, the constant comparative method was used in order to compare the accreditation systems in the different countries and to develop the model; a general framework of the accreditation system for Turkey was defined. According to this general framework, a questionnaire was formed and then it was revised by the specialists in this area. The questionnaire were administered to 86 academicians in the study group involving in the deans and the vice deans of the education faculties in Turkey, the members of Academic Evaluation and Quality Improvement Commission (YÖDEK) and some experienced educational specialists in the accreditation field.The findings of the study show that the accreditation process in higher education has been implemented due to the approval of the new programs and improving the quality of the programs. Moreover, it is clearly seen from the findings that the duration of the accreditation and its process are different from one country to another. To illustrate, in some countries, the accreditation in teacher education institutions is conducted by a unit in their ministry of education while, in some other countries, this is conducted by the institution which does not have any commercial expectation.The model proposed in this study has six phases as ?basic principles of teacher education?, ?accreditation bodies?, ?roles and responsibilities of a teacher education accreditation institution?, ?accreditation process in teacher education?, ?accreditation categories and validity period of each category?, ?structure of standards in accreditation?.In line with the findings gathered, through ?Institution for Accreditation in Teacher Education Programs in Turkey? to be established, the evaluation of the programs should be conducted externally. Also, identifying the standard for the accreditation should be conducted. It is crucial that academicians should be trained in line with this. Finally, it is suggested that quality assurance studies in teacher education should be developed.
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Akreditasyon, Eğitim ve Öğretim