The Meaning Of Being An Accreditor Based On The Experiences Of Accreditors Of Teacher Education Programs: A Phenomenological Study

Büşra Elçiçeği; Kaya Yılmaz

Makale detayları

The Meaning Of Being An Accreditor Based On The Experiences Of Accreditors Of Teacher Education Programs: A Phenomenological Study

Yazarlar:

Büşra Elçiçeği | Kaya Yılmaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1574-1593

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302257

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 Accreditation as a process consists of such stages as writing self-evaluation report, forming evaluation team, making a visit to the fields, making a decision on accreditation and notifying the decision to the relevant parties. Accreditation in higher education aims to ensure quality assurance by serving the qualitative and quantitative improvement of institutions under the umbrella of higher education. The quality assurance system helps institutions or programs that want to be accredited to achieve the quality they target and provide better service. The quality assurance system needs to be improved by determining the aspects of the accreditation process that are open to improvement within the framework of the opinions of the evaluators involved in the accreditation process. This research was conducted to examine the meaning of being an accreditor or program evaluator according to the experiences of accreditors who served as team leaders, program evaluators and observers in the accreditation processes of the Faculties of Education in Turkey. A descriptive phenomenological research design was used in the study. The participants of the research consist of 20 faculty members who voluntarily serve as accreditors in the Association for Evaluation and Accreditation of Teacher Education Programs EPDAD. 9 of the participants are professors and 8 are associate professors. 2 of them are Assistant Professor, and 1 Research Assistans with Ph.D. Research participants were selected from the Departments of Social Studies, Geography, Educational Sciences, Computer Technologies, Turkish, Chemistry, Special Education, English, Measurement and Evaluation. A semi-structured interview form was used as a data collection tool in the study. In the analysis of the data obtained, the unique 4-stage analysis process of the descriptive phenomenological research design was applied. As a result of the study, 6 components or essences that make up the experience of being an accreditor of Teacher Education Programs were identified. These essences are 1 being an accreditor requires responsibility, effort and dedication, 2 contributing to quality processes, 3 being an academician who is an expert in the field, 4 evaluating the quality of the program based on certain standards, 5 being competent, impartial and consistent, being fair and planned, 6 self-improvement and empathy.

 Accreditation as a process consists of such stages as writing self-evaluation report, forming evaluation team, making a visit to the fields, making a decision on accreditation and notifying the decision to the relevant parties. Accreditation in higher education aims to ensure quality assurance by serving the qualitative and quantitative improvement of institutions under the umbrella of higher education. The quality assurance system helps institutions or programs that want to be accredited to achieve the quality they target and provide better service. The quality assurance system needs to be improved by determining the aspects of the accreditation process that are open to improvement within the framework of the opinions of the evaluators involved in the accreditation process. This research was conducted to examine the meaning of being an accreditor or program evaluator according to the experiences of accreditors who served as team leaders, program evaluators and observers in the accreditation processes of the Faculties of Education in Turkey. A descriptive phenomenological research design was used in the study. The participants of the research consist of 20 faculty members who voluntarily serve as accreditors in the Association for Evaluation and Accreditation of Teacher Education Programs EPDAD. 9 of the participants are professors and 8 are associate professors. 2 of them are Assistant Professor, and 1 Research Assistans with Ph.D. Research participants were selected from the Departments of Social Studies, Geography, Educational Sciences, Computer Technologies, Turkish, Chemistry, Special Education, English, Measurement and Evaluation. A semi-structured interview form was used as a data collection tool in the study. In the analysis of the data obtained, the unique 4-stage analysis process of the descriptive phenomenological research design was applied. As a result of the study, 6 components or essences that make up the experience of being an accreditor of Teacher Education Programs were identified. These essences are 1 being an accreditor requires responsibility, effort and dedication, 2 contributing to quality processes, 3 being an academician who is an expert in the field, 4 evaluating the quality of the program based on certain standards, 5 being competent, impartial and consistent, being fair and planned, 6 self-improvement and empathy.

 Accreditation as a process consists of such stages as writing self-evaluation report, forming evaluation team, making a visit to the fields, making a decision on accreditation and notifying the decision to the relevant parties. Accreditation in higher education aims to ensure quality assurance by serving the qualitative and quantitative improvement of institutions under the umbrella of higher education. The quality assurance system helps institutions or programs that want to be accredited to achieve the quality they target and provide better service. The quality assurance system needs to be improved by determining the aspects of the accreditation process that are open to improvement within the framework of the opinions of the evaluators involved in the accreditation process. This research was conducted to examine the meaning of being an accreditor or program evaluator according to the experiences of accreditors who served as team leaders, program evaluators and observers in the accreditation processes of the Faculties of Education in Turkey. A descriptive phenomenological research design was used in the study. The participants of the research consist of 20 faculty members who voluntarily serve as accreditors in the Association for Evaluation and Accreditation of Teacher Education Programs EPDAD. 9 of the participants are professors and 8 are associate professors. 2 of them are Assistant Professor, and 1 Research Assistans with Ph.D. Research participants were selected from the Departments of Social Studies, Geography, Educational Sciences, Computer Technologies, Turkish, Chemistry, Special Education, English, Measurement and Evaluation. A semi-structured interview form was used as a data collection tool in the study. In the analysis of the data obtained, the unique 4-stage analysis process of the descriptive phenomenological research design was applied. As a result of the study, 6 components or essences that make up the experience of being an accreditor of Teacher Education Programs were identified. These essences are 1 being an accreditor requires responsibility, effort and dedication, 2 contributing to quality processes, 3 being an academician who is an expert in the field, 4 evaluating the quality of the program based on certain standards, 5 being competent, impartial and consistent, being fair and planned, 6 self-improvement and empathy.

 Akreditasyon, öz değerlendirme raporunun yazılması, değerlendirme ekibinin oluşturulması, saha ziyareti, akreditasyon kararı ve bu kararın ilgililerine bildirilmesi aşamalardan meydana gelen bir süreçtir. Yükseköğretimde akreditasyon, yükseköğretim çatısı altındaki kurumların nitelik ve nicelik olarak iyileştirilmesine hizmet ederek kalite güvencesini sağlamayı hedefler. Kalite güvence sistemi, akredite olmak isteyen kurum ya da programların hedefledikleri kaliteye ulaşmalarına ve daha iyi hizmet sunmalarına yardım eder. Akreditasyon sürecinde görev alan değerlendiricilerin görüşleri çerçevesinde akreditasyon sürecinin gelişime açık yönlerinin belirlenerek kalite güvence sisteminin iyileştirilmesi gerekmektedir. Bu araştırma, Türkiyede Eğitim Fakültelerinin akreditasyon süreçlerinde takım başkanı, program değerlendiricisi, gözlemci olarak görev alan akreditörlerin deneyimlerine göre akreditör veya program değerlendiricisi olmanın anlamını incelemek amacıyla yapılmıştır. Çalışmada betimleyici fenomenolojik araştırma deseni kullanılmıştır. Araştırmanın katılımcı grubu, Öğretmenlik Eğitimi Programları Değerlendirme ve Akreditasyon Derneğinde EPDAD gönüllü olarak akreditör hizmeti veren 20 öğretim elamanından oluşmaktadır. Katılımcılardan 9u Profesör, 8i Doçent Dr. 2si Dr. Öğr. Üyesi, 1i Arş. Gör. Dr.dur. Çalışmaya Sosyal Bilgiler, Coğrafya, Eğitim Bilimleri, Bilgisayar Teknolojileri, Türkçe, Kimya, Özel Eğitim, İngilizce, Ölçme ve Değerlendirme Ana Bilim Dallarından öğretim elemanları katılmıştır. Çalışmada veri toplama aracı olarak yarı-yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin analizinde betimsel fenomenolojik araştırma deseninin kendine özgü 4 aşamalı analiz süreci uygulanmıştır. Çalışma sonucunda Öğretmenlik Eğitimi Programları akreditörü olma deneyiminin yapısını oluşturan 6 bileşen veya öz tespit edilmiştir. Bu bileşenler, 1 akreditör olmanın sorumluluk, emek ve özveri gerektirmesi, 2 kalite süreçlerine katkı sağlama, 3 alan uzmanı akademisyen olma, 4 belirli standartlara dayalı olarak programın kalitesini değerlendirme, 5 yetkin, yansız, tutarlı, adil ve planlı olma, 6 kendini geliştirme ve empati kurabilmedir.

Makale detayları

The Meaning Of Being An Accreditor Based On The Experiences Of Accreditors Of Teacher Education Programs: A Phenomenological Study

Yazarlar:

Büşra Elçiçeği | Kaya Yılmaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1574-1593

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302257

pISSN:

1308-8971

“Accreditation”

“Teacher education programs”

“Evaluators”

“Accreditors”

“Phenomenological study”.“Akreditasyon”

“Öğretmenlik eğitimi programları”

“Değerlendiriciler”

“Akreditörler”

“Fenomenolojik çalışma.”

Sayı

Makale detayları

Yazarlar: Büşra Elçiçeği | Kaya Yılmaz

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1574-1593

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302257

pISSN: 1308-8971

Sayı

Yazarlar:

Büşra Elçiçeği | Kaya Yılmaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1574-1593

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302257

pISSN:

1308-8971