TY  - JOUR
T1  - Quality Assurance in Initial Teacher Education: Experiences and Developments in Undergraduate Teacher Training Program Accreditation
TT  - Yükseköğretimde Kalite Güvencesi: Lisans Programlarının Akreditasyonunda Deneyimler ve Gelişmeler
AU  - Dede, Okan
AU  - Mızıkacı, Fatma
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.18039/ajesi.1634424
JF  - Anadolu Journal of Educational Sciences International
JO  - AJESI
PB  - Anadolu Üniversitesi
WT  - DergiPark
SN  - 2146-4014
SP  - 750
EP  - 789
VL  - 15
IS  - 2
LA  - en
AB  - The aim of this study is to evaluate the quality assurance and accreditation systems for undergraduate programs in higher education institutions and faculties of education in Turkey within the framework of their legal basis, processes, practices and experiences. The research structured with a case study design is based on the methods and principles of the qualitative research approach. The data sources used in the research consist of laws and regulations containing legal regulations regarding quality assurance and accreditation in higher education institutions in Turkey, documents related to the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), data obtained from academic staff, administrators, students and auditors involved in the accreditation process. The data were collected using semi-structured interview forms and document review techniques and analyzed with the content analysis method. The research results reveal there have been significant developments in quality assurance and accreditation with the regulations issued since 2002. It has been concluded that the standards in teacher education established by EPDAD consist of seven different standard areas and are located under three different groups: initial, process and product. Higher education stakeholders generally approach accreditation processes positively. In particular, accountability, quality education, quality, equality, standardization, continuous development and contributions to system operation were emphasized by the stakeholders. However, criticisms such as the intensity of documentation, the short duration of accreditation visits, the inadequacy of stakeholders in informing them about accreditation processes, and the lack of awareness regarding the purpose of accreditation were also voiced. In line with the findings obtained, it is recommended that stakeholders be informed comprehensively in accreditation processes, a continuous and effective communication mechanism be established between the programs to be accredited and the accreditation bodies, graduate programs be included in the accreditation process, the EPDAD evaluator pool be developed in terms of both quality and quantity, and steps be taken to reduce the intensity of documentation.
KW  - accreditation
KW  - accreditation in teacher education programs
KW  - quality assurance
N2  - The aim of this study is to evaluate the quality assurance and accreditation systems of undergraduate teacher training programs in Türkiye within the framework of their legal basis, processes, practices and experiences. The research, structured with a case study design, is based on the methods and principles of the qualitative research approach. The data sources used in the research consist of laws and regulations containing legal regulations regarding quality assurance and accreditation in higher education institutions in Türkiye, documents related to the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), data obtained from academic staff, administrators, students and evaluators involved in the accreditation process. The data were collected using semi-structured interview forms and document review techniques and analysed with descriptive content analysis method. The research results reveal that there have been significant developments in quality assurance and accreditation with the regulations issued since 2002. It has been concluded that the standards in teacher education established by EPDAD consist of seven different standard areas and are located under three different groups: initial, process and product. Teacher training program stakeholders generally approach accreditation processes positively. In particular, accountability, quality education, quality, equality, standardization, continuous development and contributions to system operation were emphasized by the stakeholders. However, criticisms such as the intensity of documentation, the short duration of accreditation visits, the inadequacy of stakeholders in informing them about accreditation processes, and the lack of awareness regarding the purpose of accreditation were also voiced. In line with the findings obtained, it is recommended that stakeholders be informed comprehensively in accreditation processes, a continuous and effective communication mechanism be established between the programs to be accredited and the accreditation bodies, the EPDAD evaluator pool be developed in terms of both quality and quantity, and steps be taken to reduce the intensity of documentation.
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UR  - https://doi.org/10.18039/ajesi.1634424
L1  - https://dergipark.org.tr/tr/download/article-file/4585047
ER  -