Öğretmen Eğitimi Programları için Lisansüstü Akreditasyon Standartlarının Belirlenmesi: Uluslararasılaşma ve İşbirliği Standart Alanı

Öz

Bu araştırma, Türkiye'de lisansüstü programların akreditasyon faaliyeti olmadığı için, lisansüstü öğretmen yetiştirme programlarına yönelik uluslararasılaşma ve iş birliği standart alanı kalite güvence standartlarının geliştirmesi amaçlanmıştır. Nitel araştırma yöntemini temel alan bu çalışmada, araştırma verilerinin toplanmasında doküman analizi ve Delphi tekniği kullanılmıştır. Doküman analizi kullanılarak 12 ülkeden 23 akreditasyon kuruluşunun lisans ve lisansüstü standartları incelenmiştir. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Bu incelemeler sonucunda Türkiye'deki lisansüstü öğretmen yetiştirme programları için lisansüstü akreditasyon standartları geliştirilmiştir. Araştırmaya toplam 47 katılımcı katıldı. 19 akademisyen, 6 araştırma görevlisi, 12 doktora öğrencisi. Çalışmaya 10 yüksek lisans öğrencisi katılmıştır. Hazırlanan standartlar Delphi tekniği ile araştırma katılımcılarının değerlendirmesine sunulmuş ve onlardan gelen geri bildirimler doğrultusunda standartlar revize edilmiştir. Uluslararasılaşma ve işbirliği standart alanı kapsamında 10 alt standart, alt standartlara bağlı 15 gösterge ve 51 kanıt belirlenmiştir.

Anahtar Kelimeler

• Kalite güvencesi
• Öğretmen eğitimi programları
• Lisansüstü akreditasyon standartları
• Uluslararasılaşma ve işbirliği
• Türkiye.

Identifying Graduate Accreditation Standards for Teacher Education Programs: Standard Field of Internationalization and Cooperation

Abstract

This research aims to develop quality assurance standards for the field of internationalization and cooperation for graduate teacher training programs, as there are no accreditation activities for graduate programs in Türkiye. Based on qualitative research method, this study used document analysis and Delphi technique to collect research data. By using document analysis, the undergraduate and graduate standards of 23 accreditation organizations from 12 countries were examined. The obtained data were analyzed by content analysis method. As a result of these reviews, graduate accreditation standards have been developed for graduate programs in teacher education in Türkiye. A total of 47 participants were involved in the study. 19 academicians, 6 research assistants, 12 teachers in Ph.D. programs and 10 graduate students participated in the study. The prepared standards were presented to the research participants for evaluation with the Delphi technique and the standards were revised in line with the feedback from the participants. Within the scope of the internationalization and cooperation standard field, 10 sub-standards, 15 indicators and 51 evidence have been identified.

Keywords

• Quality assurance
• Teacher education programs
• Graduate accreditation standards
• Internationalization and cooperation
• Turkey.

References

1. Adelman, C. (1994). Accreditation. In B. G. Clark (Ed.), The encyclopedia of higher education (pp. 1313-1318). Pergamon.
2. Altbach, P., Reisberg, L., & Rumbley, L. (2009). Trends in global higher education, tracking an academic revolution. UNESCO.
3. British Council. (1998). The feasibility of establishing a system of quality assessment in universities in Türkiye.
4. Brittingham, B., Sands, M. K., Ardac, D., Ayas, A. P., Badavan, Y., & Cephe, P. T. (1999). Standards and accreditation in teacher education in Türkiye. YOK.
5. Cerna, L. (2014). The internationalisation of higher education: Three European universities in comparative perspective (Working Paper No. 114). Centre on Migration, Policy and Society, Oxford University.
6. Council of Higher Education. (2010). Restructuring in higher education: Bologna process applications in 66 questions. http://bologna.yok.gov.tr/files/aa47b53c5284fbbbe5d597211c0b088d.pdf
7. Creswell, J. W. (1998). Qualitative, quantitative, and mixed method approach. Sage Publications Inc.
8. Eaton, J. S. (2003). Is accreditation accountable? The continuing conversation between accreditation and the federal government. The Council for Higher Education Accreditation Monograph Series 2003, Number 1.

9. Elçiçeği, B., & Öztürk, C. (2022). Comparison of CEENQA quality institutions members accrediting doctoral programs. Marmara University Ataturk Faculty of Education Journal of Educational Sciences, 55, 153-172.
10. Entwistle, N. (2005). Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education. The Curriculum Journal, 16(1), 67-82.
11. Ewell, P. T. (2001). Accreditation and student learning outcomes: A proposed point of departure. CHEA Occasional Paper.
12. Glidden, R. (1983). The contemporary context of accreditation: Challenges in a changing environment.
13. Grossman, G. M., Onkol, P. E., & Sands, M. (2007). Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards modernization in an EU candidate nation. International Journal of Educational Development, 27, 138–150.
14. Grossman, G. M., & Sands, M. K. (2008). Restructuring reforms in Turkish teacher education: Modernization and development in a dynamic environment. International Journal of Educational Development, 28, 70–80.
15. Grossman, G. M., Sand, M. K., & Brittingham, B. (2010). Teacher education accreditation in Türkiye: The creation of a culture of quality. International Journal of Educational Development, 30, 102–109.
16. Harvey, L. (2002). Evaluation for what? Teaching in Higher Education, 7(3), 245-263.
17. Herdman, E. A., & Sepit, D. (2010). Accreditation process. Journal of Education and Research in Nursing, 7(2), 3-5.
18. Hernes, G., & Martin, M. (2005). Policy rationales and organizational and methodological options in accreditation: Findings from an IIEP research project. UNESCO.
19. Kells, H. R. (1988). Self-study processes (3rd ed.). Collier Macmillan Publishers.
20. Kilfoil, W. R. (2007). Acquiring accreditation in distance learning. Commonwealth of Learning Knowledge Series. https://oasis.col.org/server/api/core/bitstreams/c2b7f389-9b5e-4ab7-b851-0242be457b8d/content
21. Kis, V. (2005). Quality assurance in tertiary education: Current practices in OECD countries and a literature review on potential effects. OECD. www.oecd.org/edu/tertiary/review
22. Knight, J. (1997). Internationalization of higher education: A conceptual framework. In J. Knight & H. de Wit (Eds.), Internationalization of higher education in the Asia Pacific countries (pp. 5-19). European Association of International Education (EAIE).
23. Knight, J., & de Wit, H. (1995). Strategies for internationalisation of higher education: Historical and conceptual perspectives. In H. de Wit (Ed.), Strategies for internationalisation of higher education: A comparative study of Australia, Canada, Europe and the United States of America (pp. 5-32). European Association for International Education.
24. Merriam, S. B. (1998). Qualitative research and case study applications in education. Josey Bass Publications.
25. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
26. National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America’s future. National Commission on Teaching and America’s Future. http://www.nctaf.org/documents/WhatMattersMost.pdf
27. Organisation for Economic Co-operation and Development. (2006). Education policy analysis, focus on higher education 2005-2006. OECD Publishing.
28. Organisation for Economic Co-operation and Development, & World Bank. (2007). Cross-border tertiary education: A way towards capacity development, OECD and the International Bank for reconstruction and development. The World Bank.
29. Organisation for Economic Co-operation and Development. (2012). Education at a glance 2012: OECD indicators. OECD Publishing. http://dx.doi.org/10.1787/eag-2012-en
30. Patton, M. Q. (2005). Qualitative research. John Wiley & Sons.
31. Sachs, J. (2003). Teacher professional standards: Controlling or developing teaching? Teacher and Teaching: Theory and Practice, 9(2).
32. Schuck, S., Gordon, S., & Buchanan, J. (2008). What are we missing here? Problematising wisdoms on teaching quality and professionalism in higher education. Teaching in Higher Education, 13(5), 537-547.
33. Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
34. The Joint Committee on Standards for Educational Evaluation. (1981). Standards for evaluations of educational programs, projects and materials. R. R. Donnelley and Sons Company.
35. van der Wende, M. C. (1997). Missing links: The relationship between national policies for internationalization and those for higher education in general. In T. Kälvemark & M. van der Wende (Eds.), National policies for the internationalization of higher education in Europe (pp. 10-31). National Agency for Higher Education.
36. van der Wende, M. C. (2001). Internationalization policies: About new trends and contrasting paradigms. Higher Education Policy, 14(3), 249-259.
37. Vernon, W. (2009). The Delphi technique: A review. International Journal of Therapy and Rehabilitation, 16(2), 69-76.
38. Volkwein, J. F. (2010). The assessment context: Accreditation, accountability and performance. New Directions for Institutional Research, Special Issue, 3-12.
39. von der Gratch, H. A. (2012). Consensus measurement in Delphi studies: Review and implications for future quality assurance. Technological Forecasting & Social Change, 79, 1525–1536.
40. Waite, L. (2004). Implementing student learning outcomes: The link to accreditation in California community colleges [Unpublished doctoral dissertation]. Proquest Dissertations and Thesis.
41. Williams, D. E., & O'Connor, P. (1994). Academic libraries and the literature of accreditation. In E. D. Garten (Ed.), The challenge and practice of academic accreditation (pp. 243-269). Greenwood Press.
42. Yorke, M. (1998). Performance indicators relating to student development: Can they be trusted? Quality in Higher Education, 4(1), 45-61.