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ÖĞRETMEN YETİŞTİRMEDEN SORUMLU KURUMLARIN AKREDİTASYONU: TÜRKİYE VE DÜNYA UYGULAMALARI ÜZERİNE BİR İNCELEME

Yıl 2022, Cilt 3, Sayı 1, 35 - 58, 27.06.2022

Öz

Öğretmen eğitimi ve eğitim fakültelerinin öğretmen yetiştirme süreci ve politikaları, eğitim verimliliği ve hedeflere ulaşma açısından günümüzde halen güncelliğini korumaktadır. Nitekim ülkeler, çeşitli ulusal ve uluslararası değerlendirme sonuçlarını dikkate alarak öğretmen yetiştirme sürecinin başarısı hakkında çeşitli sonuçlara ulaşmakta ve kararlar almaktadırlar. Bu çerçevede öğretmen eğitiminin ve eğitim fakültelerinin akreditasyonunun sağlanması ve kalite güvencesinin oluşturulması önem taşımaktadır. Dünya ölçeğinde bakıldığında Amerika, Avustralya ve Avrupa ülkeleri öğretmen eğitimi sağlayan kurumların akreditasyonunda önde gelen ülkeler olmayı başarmışlardır. Yine bazı Avrupa ülkelerinde sadece temel eğitim veya ortaöğretim öğretmen yetiştirme programları akredite edilirken, bazı ülkelerde ise tüm öğretmen eğitimi programları akreditasyon değerlendirmesine alınmaktadır. Öğretmen eğitimi ve yetiştirilmesini sağlayan kurumların akreditasyon süreci, eğitim fakülteleri açısından çeşitli kritik sonuçlara da neden olabilmektedir. Nitekim İngiltere’de fon desteğinin sağlandığı öğrenci sayısının azaltılması veya hizmetlerinin durdurulması Çin’de ise programın sürdürülmesinden men etme veya düşük değerlendirme notu alan enstitülerin öğrenci kaybına uğraması gibi kurum geleceğini ilgilendiren büyük olumsuz sonuçlara neden olabilmektedir. Bu doğrultuda akreditasyon uygulamalarının öğretmen kalitesinin arttırılmasında dikkate alınması, ülkelerin gelecek eğitim vizyonlarının başarılmasında önemli yararlar sağlayacaktır.

Kaynakça

  • Asian College Of Teachers [ACT] (2021). Meaning of Accreditation. https://www.teachertrainingasia.com/accreditation.php adresinden edinilmiştir.
  • Australian Institute for Teaching and School Leadership [AITSL] (2018). Accreditation Of İnitial Teacher Education Programs İn Australia: Standards and Procedures. https://www.aitsl.edu.au/tools-resources/resource/accreditation-of-initial-teacher-education-programs-in-australia---standards-and-procedures adresinden edinilmiştir.
  • Boe, S. M. (2018). Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation (Graduate Theses). University of Portland School of Education, Oregon.
  • Council for The Accreditation Of Educator Preparation [CAEP] (2016). Caep Accreditation Handbook, Council For The Accreditation Of Educator Preparation, Washington DC http://caepnet.org/~/media/CAEP%20Accreditation%20Handbook_March%202016.pdf?la=en adresinden edinilmiştir.
  • Council for the Accreditation of Educator Preparation [CAEP] (2018). 2016 CAEP Standards for Advanced Programs. http://www.ncate.org/~/media/Files/caep/ accreditation/caep-adv-program-standards-one-pager.pdf?la=en adresinden edinilmiştir.
  • Ducharme, E. R., & Ducharme, M. K. (1998). The American Association of Colleges for Teacher Education: A history. Washington, DC: AACTE Publication.
  • Earle, R. (2000). AECT and NCATE: A Partnership for Quality Teaching through Accreditation. TechTrends, 44(3), 53-57.
  • EPDAD (2016). Öğretmen Eğitiminde Program Değerlendirme ve Akreditasyon El Kitabı, İstanbul: Eğitim Fakülteleri Programlarını Değerlendirme ve Akreditasyon Derneği.
  • Eurydice (2006). Quality Assurance in Teacher Education in Europe. European Commission Directorate General for Education and Culture, Brussels, Belgium.
  • Grossman, G. M., Sands, M. K., & Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality. International Journal of Educational Development, (30), 102-109.
  • Ingvarson, L., Schwille, J., Tatto, M. T., Rowley, G., Peck, R., & Senk, S. L. (2013). An Analysis of Teacher Education Context, Structure, and Quality Assurance Arrangements in TEDS-M Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Netherlands: International Association for the Evaluation of Educational Achievement.
  • Lubinescu, E. S., Ratcliff, J. L., & Gaffney, M. A. (2001). Two Continuums Collide: Accreditation and Assessment. New Directions for Higher Education, (113), 5–21.
  • Narad, A. (2019). Teacher Education Accreditation Practices and Procedures: Comparison of USA, England, Australia and India. International Journal of Recent Technology and Engineering (IJRTE), 7 (6S5), 1828-1836.
  • National Council for Accreditation of Teacher Education [NCATE] (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: NCATE. http://www.ncate.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf?la=en adresinden edinilmiştir.
  • National Council for Accreditation of Teacher Education [NCATE] (2010a). About NCATE. http://www.ncate.org/Public/AboutNCATE/tabid/179/Default.aspx adresinden edinilmiştir.
  • National Council for Accreditation of Teacher Education [NCATE] (2010b). Accreditation action by the UAB. http://ncate.org/Accreditation/AftertheVisit/Accreditation ActionbytheUAB/tabid/659/Default.aspx adresinden edinilmiştir.
  • National Council for Accreditation of Teacher Education [NCATE] (2012). Accreditation decisions.http://ncate.org/Accreditation/AccreditationDecisions/tabid/646/Default.aspx adresinden edinilmiştir.
  • National Accreditation Council for Teacher Education Pakistan [NACTE] (2016). 2015-2016 Annual Report. http://www.nacte.org.pk/Download/NACTEAnnualReport2015-16.pdf adresinden edinilmiştir.
  • NESA (2014). Australian Professıonal Standards For Teachers. NSW Education Standards Authority, Sydney-Australia,
  • Popham, J. A. (2015). Does CAEP Have it Right? An Analysis of the Impact of the Diversity of Field Placements on Elementary Candidates' Teacher Performance Assessments Completed During Student Teaching (Doctor Dissertation). Department of Instructional Psychology and Technology, Brigham Young University, USA.
  • Sywelem, (2014). Accreditation Models in Teacher Education: The cases of United States, Australia and India. International Journal of Education and Research, (2), 1-12.
  • Teacher Education Accreditation Council [TEAC] (2012). Guide to Accreditation. http://www.teac.org/wp-content/uploads/2012/01/GuideToAccred-for-2012-V1.12.pdf adresinden edinilmiştir.
  • Teacher Education Accreditation Council [TEAC] (2018a). TEAC’s Accreditation Framework (TEAC’s Principles and Standards).http://www.teac.org/wp-content/uploads/2009/03/accreditation-framework.pdf adresinden elde edilmiştir.
  • Teacher Education Accreditation Council [TEAC] (2018b). TEAC Principles and Standards For Teacher Education Programs. http://www.teac.org/wp-content/uploads/2009/03/quality-principles-for-teacher-education-programs.pdf adresinden edinilmiştir.
  • YÖK (1999). Türkiye’de Öğretmen Eğitiminde Standartlar ve Akreditasyon, YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Ankara
  • YÖK (2007). Öğretmen Yetiştirme ve Eğitim Fakülteleri (1982-2007). Ankara: Meteksan A.Ş.
  • Yükseköğretim Kalite Güvencesi Yönetmeliği [YÖKGY] (2015). T.C. Resmi Gazete (29423), 23 Temmuz 2015.

ACCREDITATION OF TEACHER TRAINING AND FACULTIES OF EDUCATION: A REVIEW ON TURKISH AND WORLD PRACTICES

Yıl 2022, Cilt 3, Sayı 1, 35 - 58, 27.06.2022

Öz

Teacher training and teacher training processes policies of education faculties are still up-to-date in terms of educational efficiency and achievement of goals. Thus countries reach various conclusions and make decisions about the success of the teacher training process by taking into account various national and international evaluation results. In this context, it is important to provide accreditation of teacher education and education faculties and to establish quality assurance. Looking at the world scale, America, Australia and European countries have succeeded in being the leading countries in the accreditation of institutions providing teacher education. However, in some European countries only basic education or secondary education teacher training programs are accredited, while in some countries all teacher education programs are evaluated for accreditation. The accreditation process of institutions that provide teacher education can also cause various critical consequences for education faculties. For example, while sanctions such as reducing the number of students to whom funding is provided or stopping their services are implemented in the UK, in China, it can cause major negative consequences for the future of the institution, such as banning the continuation of the program or the loss of students from institutes with low evaluation grades. In this direction, taking into account the accreditation practices in increasing the quality of teachers will provide important benefits in achieving the future education visions of the countries

Kaynakça

  • Asian College Of Teachers [ACT] (2021). Meaning of Accreditation. https://www.teachertrainingasia.com/accreditation.php adresinden edinilmiştir.
  • Australian Institute for Teaching and School Leadership [AITSL] (2018). Accreditation Of İnitial Teacher Education Programs İn Australia: Standards and Procedures. https://www.aitsl.edu.au/tools-resources/resource/accreditation-of-initial-teacher-education-programs-in-australia---standards-and-procedures adresinden edinilmiştir.
  • Boe, S. M. (2018). Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation (Graduate Theses). University of Portland School of Education, Oregon.
  • Council for The Accreditation Of Educator Preparation [CAEP] (2016). Caep Accreditation Handbook, Council For The Accreditation Of Educator Preparation, Washington DC http://caepnet.org/~/media/CAEP%20Accreditation%20Handbook_March%202016.pdf?la=en adresinden edinilmiştir.
  • Council for the Accreditation of Educator Preparation [CAEP] (2018). 2016 CAEP Standards for Advanced Programs. http://www.ncate.org/~/media/Files/caep/ accreditation/caep-adv-program-standards-one-pager.pdf?la=en adresinden edinilmiştir.
  • Ducharme, E. R., & Ducharme, M. K. (1998). The American Association of Colleges for Teacher Education: A history. Washington, DC: AACTE Publication.
  • Earle, R. (2000). AECT and NCATE: A Partnership for Quality Teaching through Accreditation. TechTrends, 44(3), 53-57.
  • EPDAD (2016). Öğretmen Eğitiminde Program Değerlendirme ve Akreditasyon El Kitabı, İstanbul: Eğitim Fakülteleri Programlarını Değerlendirme ve Akreditasyon Derneği.
  • Eurydice (2006). Quality Assurance in Teacher Education in Europe. European Commission Directorate General for Education and Culture, Brussels, Belgium.
  • Grossman, G. M., Sands, M. K., & Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality. International Journal of Educational Development, (30), 102-109.
  • Ingvarson, L., Schwille, J., Tatto, M. T., Rowley, G., Peck, R., & Senk, S. L. (2013). An Analysis of Teacher Education Context, Structure, and Quality Assurance Arrangements in TEDS-M Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Netherlands: International Association for the Evaluation of Educational Achievement.
  • Lubinescu, E. S., Ratcliff, J. L., & Gaffney, M. A. (2001). Two Continuums Collide: Accreditation and Assessment. New Directions for Higher Education, (113), 5–21.
  • Narad, A. (2019). Teacher Education Accreditation Practices and Procedures: Comparison of USA, England, Australia and India. International Journal of Recent Technology and Engineering (IJRTE), 7 (6S5), 1828-1836.
  • National Council for Accreditation of Teacher Education [NCATE] (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: NCATE. http://www.ncate.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf?la=en adresinden edinilmiştir.
  • National Council for Accreditation of Teacher Education [NCATE] (2010a). About NCATE. http://www.ncate.org/Public/AboutNCATE/tabid/179/Default.aspx adresinden edinilmiştir.
  • National Council for Accreditation of Teacher Education [NCATE] (2010b). Accreditation action by the UAB. http://ncate.org/Accreditation/AftertheVisit/Accreditation ActionbytheUAB/tabid/659/Default.aspx adresinden edinilmiştir.
  • National Council for Accreditation of Teacher Education [NCATE] (2012). Accreditation decisions.http://ncate.org/Accreditation/AccreditationDecisions/tabid/646/Default.aspx adresinden edinilmiştir.
  • National Accreditation Council for Teacher Education Pakistan [NACTE] (2016). 2015-2016 Annual Report. http://www.nacte.org.pk/Download/NACTEAnnualReport2015-16.pdf adresinden edinilmiştir.
  • NESA (2014). Australian Professıonal Standards For Teachers. NSW Education Standards Authority, Sydney-Australia,
  • Popham, J. A. (2015). Does CAEP Have it Right? An Analysis of the Impact of the Diversity of Field Placements on Elementary Candidates' Teacher Performance Assessments Completed During Student Teaching (Doctor Dissertation). Department of Instructional Psychology and Technology, Brigham Young University, USA.
  • Sywelem, (2014). Accreditation Models in Teacher Education: The cases of United States, Australia and India. International Journal of Education and Research, (2), 1-12.
  • Teacher Education Accreditation Council [TEAC] (2012). Guide to Accreditation. http://www.teac.org/wp-content/uploads/2012/01/GuideToAccred-for-2012-V1.12.pdf adresinden edinilmiştir.
  • Teacher Education Accreditation Council [TEAC] (2018a). TEAC’s Accreditation Framework (TEAC’s Principles and Standards).http://www.teac.org/wp-content/uploads/2009/03/accreditation-framework.pdf adresinden elde edilmiştir.
  • Teacher Education Accreditation Council [TEAC] (2018b). TEAC Principles and Standards For Teacher Education Programs. http://www.teac.org/wp-content/uploads/2009/03/quality-principles-for-teacher-education-programs.pdf adresinden edinilmiştir.
  • YÖK (1999). Türkiye’de Öğretmen Eğitiminde Standartlar ve Akreditasyon, YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Ankara
  • YÖK (2007). Öğretmen Yetiştirme ve Eğitim Fakülteleri (1982-2007). Ankara: Meteksan A.Ş.
  • Yükseköğretim Kalite Güvencesi Yönetmeliği [YÖKGY] (2015). T.C. Resmi Gazete (29423), 23 Temmuz 2015.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Mesut DEMİRBİLEK> (Sorumlu Yazar)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-7570-7807
Türkiye

Yayımlanma Tarihi 27 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 3, Sayı 1

Kaynak Göster

APA Demirbilek, M. (2022). ÖĞRETMEN YETİŞTİRMEDEN SORUMLU KURUMLARIN AKREDİTASYONU: TÜRKİYE VE DÜNYA UYGULAMALARI ÜZERİNE BİR İNCELEME . Eğitim Yönetimi ve Politikaları Dergisi , 3 (1) , 35-58 . Retrieved from https://dergipark.org.tr/tr/pub/eypd/issue/70597/998723