Özet:

This study, which aims to compare teachers’ education in some countries with different educational systems in terms of accreditation practices and processes, was carried out by the meta-synthetic method. In the countries involved in the study, the institutions authorized in the accreditation of teaching education have been compared in terms of historical development, visions, goals, management, compliance requirements, basic standards, accreditation process and level, time and cost conditions. In the countries involved in the research, the main objective of the teacher education accreditation is to promote excellence in the teacher education and thus educate excellent teachers who can contribute to the creation of educated and sustainable quality communities. Thus, the methods of application adopted in the accreditation of institutions that educate teachers are largely similar. CAEP in the United States, NCTL in the UK, AITSL in Australia and in Turkey are the main authorized committees in accrediting teaching education in the YÖK countries. Usually the accreditation process begins in all countries, with the determination of the suitability of the institution or program wishing to be accredited and its own internal evaluation report presented by the relevant institution or program. It is then visited by the accreditation team of the institution or program requested to be accredited. The institution and the program, after examined in terms of compliance with the standards established in advance, concludes with the decision of the accreditation team on the institution or program. The accreditation practices in Australia and Turkey are not very old, while the United States and Britain are known to be more rooted in this regard.

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