Determining the Effect of Accreditation Status on the Functionality of the Teaching Practice Course (Example of a Social Studies Teacher Education Program)

Derya Kaya; Emine Özlem Yiğit

Makale detayları

Determining the Effect of Accreditation Status on the Functionality of the Teaching Practice Course (Example of a Social Studies Teacher Education Program)

Yazarlar:

Derya Kaya | Emine Özlem Yiğit

Yayıncı:

Ankara University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Sosyal Bilgiler Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.58 Issue 2, pp.549-589

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356518

pISSN:

1301-3718

Anahtar kelimeler:

Özet:

 Today, teacher training is taken into consideration in determining the quality standards of education. For this purpose, accreditation studies are carried out to increase the quality and ensure its continuity. In the accreditation studies of a teaching program, one of the most important issues is teaching practice. In this framework, the aim of this study is to evaluate the views of pre-service teachers studying in the last year of Social Studies Teacher Education programs of accredited and non-accredited universities on the functionality of the Teaching Practice course., it is aimed to reveal the effect of accreditation status on the functionality of the Teaching Practice course. The sample of the study consists of 421 pre-service teachers studying in the Social Studies Teacher Education program in 11 universities, 6 of which were accredited, in the Spring semester of the 2023-2024 Academic Year. Survey model, , was adopted in the study. As a data collection tool, the measurement tool developed by Kasap 2015 was used. SPSS 20.0 was used to analyze the data. Percentage, frequency, Mann-Whitney U Test were used in the analysis., it was found that pre-service teachers considered themselves adequate in the context of the Teaching Practice course and there was no significant difference between the accreditation status and the views on the functionality of the Teaching Practice.

 Today, teacher training is taken into consideration in determining the quality standards of education. For this purpose, accreditation studies are carried out to increase the quality and ensure its continuity. In the accreditation studies of a teaching program, one of the most important issues is teaching practice. In this framework, the aim of this study is to evaluate the views of pre-service teachers studying in the last year of Social Studies Teacher Education programs of accredited and non-accredited universities on the functionality of the Teaching Practice course., it is aimed to reveal the effect of accreditation status on the functionality of the Teaching Practice course. The sample of the study consists of 421 pre-service teachers studying in the Social Studies Teacher Education program in 11 universities, 6 of which were accredited, in the Spring semester of the 2023-2024 Academic Year. Survey model, , was adopted in the study. As a data collection tool, the measurement tool developed by Kasap 2015 was used. SPSS 20.0 was used to analyze the data. Percentage, frequency, Mann-Whitney U Test were used in the analysis., it was found that pre-service teachers considered themselves adequate in the context of the Teaching Practice course and there was no significant difference between the accreditation status and the views on the functionality of the Teaching Practice.

 Today, teacher training is taken into consideration in determining the quality standards of education. For this purpose, accreditation studies are carried out to increase the quality and ensure its continuity. In the accreditation studies of a teaching program, one of the most important issues is teaching practice. In this framework, the aim of this study is to evaluate the views of pre-service teachers studying in the last year of Social Studies Teacher Education programs of accredited and non-accredited universities on the functionality of the Teaching Practice course., it is aimed to reveal the effect of accreditation status on the functionality of the Teaching Practice course. The sample of the study consists of 421 pre-service teachers studying in the Social Studies Teacher Education program in 11 universities, 6 of which were accredited, in the Spring semester of the 2023-2024 Academic Year. Survey model, , was adopted in the study. As a data collection tool, the measurement tool developed by Kasap 2015 was used. SPSS 20.0 was used to analyze the data. Percentage, frequency, Mann-Whitney U Test were used in the analysis., it was found that pre-service teachers considered themselves adequate in the context of the Teaching Practice course and there was no significant difference between the accreditation status and the views on the functionality of the Teaching Practice.

 Günümüzde eğitimin kalite standartlarını belirlemede eğitimin uygulayıcıları olan öğretmenlerin yetiştirilmesi dikkate alınmaktadır. Buna yönelik olarak da kaliteyi artırmak ve sürekliliğini sağlamak amacıyla akreditasyon çalışmaları yapılmaktadır. Bir öğretmenlik programının akredite çalışmalarında ise en fazla önemsenen konulardan biri öğretmenlik uygulamasıdır. Bu çerçevede araştırmanın amacı, akredite edilen ve edilmeyen üniversitelerin Sosyal Bilgiler Öğretmenliği programlarında son sınıfta öğrenim gören öğretmen adaylarının Öğretmenlik Uygulaması dersinin işlevselliğine yönelik görüşlerini değerlendirmektir. Buradan yola çıkılarak akredite olma durumunun Öğretmenlik Uygulaması dersinin işlevselliğine etkisinin ortaya konulması amaçlanmaktadır Araştırmanın örneklemini 2023-2024 Eğitim-Öğretim Yılı Bahar döneminde 6sı akredite olan 11 üniversitede Sosyal Bilgiler Öğretmenliği programında öğrenim gören 421 öğretmen adayı oluşturmaktadır. Araştırmada nicel araştırma yöntemlerinden tarama modeli benimsenmiştir. Veri toplama aracı olarak, Kasap 2015 tarafından geliştirilen ölçme aracından yararlanılmıştır. Verilerin analizinde SPSS 20.0 kullanılmıştır. Veri Analizde yüzde, frekans, Mann-Whitney U Testinden yararlanılmıştır. Araştırma sonucunda öğretmen adaylarının Öğretmenlik Uygulamasına dersi bağlamında kendilerini yeterli gördükleri ve akredite olma durumu ile Öğretmenlik Uygulamasının işlevselliğine yönelik görüşler arasında anlamlı bir fark bulunmadığı belirlenmiştir.

Makale detayları

Determining the Effect of Accreditation Status on the Functionality of the Teaching Practice Course (Example of a Social Studies Teacher Education Program)

Yazarlar:

Derya Kaya | Emine Özlem Yiğit

Yayıncı:

Ankara University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Sosyal Bilgiler Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.58 Issue 2, pp.549-589

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356518

pISSN:

1301-3718

Social studies

pre-service teachers

teaching practice

accreditation

qualitySosyal bilgiler

öğretmen adayları

öğretmenlik uygulaması

akreditasyon

kalite

Sayı

Makale detayları

Yazarlar: Derya Kaya | Emine Özlem Yiğit

Yayıncı: Ankara University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Sosyal Bilgiler Eğitimi

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.58 Issue 2, pp.549-589

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001356518

pISSN: 1301-3718

Sayı

Yazarlar:

Derya Kaya | Emine Özlem Yiğit

Yayıncı:

Ankara University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Sosyal Bilgiler Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.58 Issue 2, pp.549-589

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356518

pISSN:

1301-3718