Öğretmen yetiştirme programlarının akreditasyonunda küresel uygulamalar ve temel kavramların incelenmesi: Bibliyometrik bir çalışma

Öz

Öğretmen yetiştirme programlarının niteliği; eğitim sistemlerinin sürdürülebilir başarısı ile öğrencilerin akademik, sosyal ve duygusal gelişimi açısından belirleyici bir role sahiptir. Günümüzde öğretmenlerden yalnızca alan bilgisi ve pedagojik yeterlikler değil; aynı zamanda kültürel çeşitliliğe duyarlılık, dijital yeterlik, eleştirel düşünme ve yaşam boyu öğrenme becerileri de beklenmektedir. Bu artan beklentiler, öğretmen yetiştirme programlarının sistematik biçimde değerlendirilmesini ve kalite güvencesi mekanizmalarıyla desteklenmesini zorunlu kılmaktadır. Bu bağlamda öğretmen eğitimi programlarının akreditasyonu; kalite standartlarının sağlanması, hesap verebilirliğin artırılması ve sürekli iyileştirmenin desteklenmesi açısından küresel ölçekte giderek daha merkezi bir konuma gelmiştir. Bu çalışmanın amacı, öğretmen eğitimi programlarının akreditasyonuna ilişkin akademik literatürü bibliyometrik yöntemler aracılığıyla analiz ederek alandaki araştırma eğilimlerini, öne çıkan yazarları, etkili dergileri, en çok atıf alan çalışmaları ve tematik odakları ortaya koymaktır. Araştırma, Web of Science veri tabanında 1982–2024 yılları arasında İngilizce yayımlanmış, 238 hakemli dergi makalesini kapsamaktadır. Bibliyometrik analizler Bibliometrix R paketi ve Biblioshiny arayüzü kullanılarak gerçekleştirilmiştir. Bulgular, öğretmen eğitimi akreditasyonuna yönelik akademik ilginin özellikle son on yılda belirgin biçimde arttığını göstermektedir. Journal of Teacher Education ve Teaching and Teacher Education gibi dergilerin alanın merkezinde yer aldığı; Romanowski, Allan ve Auld gibi araştırmacıların literatüre yön veren yazarlar arasında bulunduğu belirlenmiştir. Anahtar kelime ve tematik harita analizleri, “quality assurance”, “initial teacher education” ve “accreditation” kavramlarının motor temalar olarak öne çıktığını; teknoloji entegrasyonu ve kültürel çeşitlilik gibi konuların ise yükselen araştırma alanları olduğunu ortaya koymaktadır. Çalışma, öğretmen eğitimi akreditasyonunun küresel literatürdeki yapısını bütüncül biçimde ortaya koyarak politika yapıcılar, akreditasyon kuruluşları ve araştırmacılar için yol gösterici çıkarımlar sunmaktadır.

Anahtar Kelimeler

• akreditasyon
• öğretmen eğitimi
• kalite
• bibliyometrik analiz

Destekleyen Kurum

Yazarlar olarak, araştırmanın gerçekleştirilmesi sürecine yönelik herhangi bir destek ya da teşekkür beyanımız bulunmamaktadır

Etik Beyan

Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir

Teşekkür

Yazarlar olarak, araştırmanın gerçekleştirilmesi sürecine yönelik herhangi bir destek ya da teşekkür beyanımız bulunmamaktadır

Exploring global practices and key concepts in teacher education program accreditation: A bibliometric study

Öz

The quality of teacher education programs plays a decisive role in the overall effectiveness of education systems and in supporting students’ academic, social, and emotional development. Contemporary teachers are expected not only to possess strong subject-matter knowledge and pedagogical skills but also to demonstrate cultural sensitivity, digital competence, critical thinking, and lifelong learning abilities. These increasing expectations have intensified the need for systematic evaluation of teacher education programs and for robust quality assurance mechanisms. In this context, accreditation has emerged as a central tool for ensuring program quality, enhancing accountability, and promoting continuous improvement in teacher education worldwide. The purpose of this study is to examine the academic literature on the accreditation of teacher education programs through a bibliometric approach in order to identify research trends, influential authors, core journals, highly cited publications, and keyword-based thematic patterns within the literature. The study analyses 238 peer-reviewed journal articles published in English between 1982 and 2024 and indexed in the Web of Science database. Bibliometric analyses were conducted using the Bibliometrix R package and its Biblioshiny interface, enabling the examination of publication growth, citation patterns, authorship structures, and keyword-based thematic developments. The findings reveal a substantial increase in scholarly interest in teacher education accreditation, particularly over the past decade. Journals such as the Journal of Teacher Education and Teaching and Teacher Education occupy a central position in the field, while authors including Romanowski, Allan, and Auld have made significant intellectual contributions. Thematic analyses indicate that “quality assurance,” “initial teacher education,” and “accreditation” function as motor themes, reflecting a strong emphasis on standards-based evaluation and accountability. In contrast, themes related to technology integration and cultural diversity appear as emerging niche areas, highlighting the evolving priorities of contemporary teacher education. Overall, this study provides a comprehensive map of the intellectual structure of teacher education accreditation research and offers valuable implications for policymakers, accreditation agencies, and scholars seeking to strengthen quality assurance practices in teacher education.

Anahtar Kelimeler

• accreditation
• teacher education
• quality assurance
• bibliometric analysis.

Destekleyen Kurum

The author declares that there was no financial, technical, or institutional support for the conduct of this research, and therefore no acknowledgements are declared.

Etik Beyan

Statement of Publication Ethics All the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed in the entire process from the planning, implementation, data collection to the analysis of the data. None of the actions specified under the second section of the Directive, "Scientific Research and Publication Ethics Actions" have been carried out. During the writing process of this study, scientific, ethical and citation rules were followed; no falsification was made on the collected data and this study was not sent to any other academic media for evaluation. Research ethics committee approval information As this study is a systematic literature review, it does not fall within the category of research requiring Ethics Committee approval. Therefore, Ethics Committee approval was not sought or declared.

Teşekkür

The author declares that there was no financial, technical, or institutional support for the conduct of this research, and therefore no acknowledgements are declared.

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