The First Attempt to Establish an Accreditation System in Turkish Teacher Training History

Abstract

The present study aimed to investigate the process of the establishment of the first accreditation system in teacher training in Turkish history. The study was designed with the phenomenology method, a qualitative research design. The study group was determined with criterion sampling, a purposive sampling method. The study data were analyzed with descriptive method. The study findings demonstrated that the participants stated that the project scope and structure were adequate based on the basic components since it was sufficient for the current conditions, it included adequate manuals based on the standards, pilot schemes were conducted, it was a systematic approach, it included reporting activities, trained evaluators, included instructions and rules, and stated that the project was inadequate due to the lack of legislation, human resources, material shortcomings, and since it contradicted the reality about the quality and quantity of the faculties of education in Turkey, it was not beneficial for the faculties of educational sciences, it becomes static due to the obligation of the compliance with curricula, the lack of sufficient number of program developers, the presence of field educators, and the inadequacy of the project workers. The study findings revealed the following on the contribution of the project to the development of Turkish quality assurance: Self-evaluation, setting an example for other accreditation organizations, development of an infrastructure, at least promotion of the name, external evaluation, outcomes assessment, system control, and the foundation of EPDAD.

Keywords

• Accreditation,
• quality assurance,
• Turkey,
• teacher training

Kaynakça

1. Aktan, C. C., & Gencel, U. (2010). Yüksek öğretimde akreditasyon. Organizasyon ve Yönetim Bilimleri Dergisi, 2(2), 137-146.
2. Buyuran, N. (2019). Öğretmen eğitiminde standartlaşma ve eğitim fakültelerinin akreditasyon sürecine hazır olma durumu(Unpublished master’s thesis). Kırşehir Ahi Evran University, Kırşehir.
3. Campos, B. (2004). The balance between higher education autonomy and public quality assurance: Development of the Portuguese system for teacher education accreditation. Education Policy Analysis Archives, 12(73), 1-31.
4. Chaiyaphumthanachok, C., Tangdhanakanond, K. & Sujiva, S. (2016). İndicators development for accreditation of teacher education programs in Thailand. Procedia - Social and Behavioral Sciences, 217, 430-434.
5. Doğan, İ. (1999). Eğitimde kalite ve akreditasyon sorunu: Eğitim fakülteleri üzerine bir deneme. Kuram ve Uygulamada Eğitim Yönetimi, 20(20), 503-519.
6. Eaton, J. S. (2015). An overview of US Accreditation.Council for Higher Education Accreditation.
7. EPDAD (2016). Öğretmen eğitiminde program değerlendirme ve akreditasyon el kitabı. İstanbul. Received October 22, 2018, from https://epdad.org.tr/data/genel/pdf/akr_el_kitabi.pdf
8. Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120.

9. Gitta, E. (2014). Quality assurance; understanding the need, boundaries and linkages in the education sector. International Journal of Science and Research (IJSR), 3(5), 8-23.
10. 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(1), 102-109.
11. Gür, B. S. (2012). Kalite güvence sisteminin imkân ve riskleri. B. S. Gür & M. Özer (Eds.), Türkiye’de yüksek öğrenimin yeniden yapılandırılması ve kalite güvencesi, (pp. 31-37). Zongudak: Seta Workshop
12. Harvey, L. (2004). The power of accreditation: Views of academics. Journal of Higher Education Policy and Management, 26(2), 207-223.
13. Ingvarson, L., Elliott, A., Kleinhenz, E., & McKenzie, P. (2006). Teacher education accreditation: A review of national and international trends and practices. Teaching Australia.
14. Kavak, Y. (1999). Öğretmen eğitiminde yeni bir yaklaşıma doğru: Standartlar ve akreditasyon. Kuram ve Uygulamada Eğitim Yönetimi, 19 (19), 313-324.
15. Kavak, Y. (2007). Öğretmen eğitiminde akreditasyon denemesi. Eğitim Bilimleri Bakış Açısıyla Eğitim Fakülteleri ve Akreditasyon Workshop, (pp. 25-34). Ankara.
16. Kis, V. (2005). Quality assurance in tertiary education: Current practices in OECD countries and a literature review on potential effects. France: Tertiary Review.
17. MACTE (2016). Guide to accreditation. Received February, 05, 2019, fromhttp://www.macte.org/wp-content/uploads/2016/05/2016-MACTE-Guide-to-Accreditation.pdf
18. Murray, F. B. (2000). The role of accreditation reform in teacher education. Educational Policy, 14(1), 40-59.
19. Murray, F. B. (2012). Six misconceptions about accreditation in higher education: Lessons from teacher education. Change: The Magazine of Higher Learning, 44(4), 52-58.
20. Özer, M., Gür, B. S., & Küçükcan, T. (2010). Yükseköğretimde kalite güvencesi. Pelin Ofset.
21. Semerci, Ç. (2017). Akreditasyon algısı (AA) ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1093-1104.
22. Şişman, M. (2009). Öğretmen yeterlilikleri: Modern bir söylem ve retorik. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 63-82.
23. Türel, A., & Altıntaş, A. T. (2018). AACSB Akreditasyonunun faydaları ve akreditasyon sürecinin güçlükleri. Journal of International Social Research, 11(61), 1031-1038.
24. Uçar, E. M., & Levent, F. (2017). Yükseköğretimde uluslararası akreditasyon deneyimi: Bir vakıf üniversitesi yabancı diller hazırlık okulu örneği. Journal of International Social Research, 10(52), 846-857.
25. Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions. Bucharest: Unesco-Cepes.
26. Wise, A. E. (2005). Establishing teaching as a profession the essential role of professional accreditation. Journal of Teacher Education, 56(4), 318-331. DOI: 10.1177/0022487105279965
27. Yılmaz, A. (2016). Yükseköğretimde kalite ve akreditasyona yönelik eğilimler: 2016 yılına kadar yapılan çalışmalar üzerine bir meta analiz uygulaması. Journal of Current Researches on Social Sciences, 6(1), 33-54.
28. Yiğit, T. (2017). Türkiye’de sosyal hizmet eğitim/öğretimde kalite güvence sistemi ve akreditasyon standartlarına ilişkin bir model çerçeve önerisi. Toplum ve Sosyal Hizmet, 28(1), 151-168.
29. YÖK, (2007). Türkiye’nin yüksek öğretim stratejisi. Received February, 16, 2019, from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Turkiyenin-yuksekogretim-stratejisi.pdf