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Eğitimin büyük bir yaşamsal öneme sahip olduğu günümüzde eğitim sisteminin uygulayıcıları olan öğretmenlerin kalitesi üzerinde durulması gereken bir konudur. Günümüzde öğretmen eğitim programlarında yaşanılan sorunları belirlemek, ileriye dönük önlemler almak, öğretmen eğitiminin ve öğretmenlerin kalitesini artırmak bakımından akreditasyon çalışmaları büyük önem taşımaktadır. Bu araştırmada akreditasyon değerlendirme sürecine katılmış öğretmen adaylarının akreditasyon sürecini nasıl algıladıklarını ve akreditasyon sürecine ilişkin deneyimlerini ortaya koymak amaçlanmıştır. Bu amaçla nitel araştırma desenlerinden biri olan “olgu bilim” deseni işe koşulmuştur. Araştırma kapsamında akreditasyon sürecine katılmış 10 sosyal bilgiler öğretmen adayı ile yarı yapılandırılmış görüşme gerçekleştirilmiş, elde edilen veriler tümevarımsal analiz yaklaşımı ile çözümlenmiştir. Araştırma sonucunda sosyal bilgiler öğretmen adaylarının akredite olma sürecine ilişkin algıları programda verilen eğitimin gözden geçirilmesi, programın iyileştirilmesi, denetlenmesi, standartlara uygun duruma getirilmesi ve değerlendirilmesi olarak belirlenmiştir. Sosyal bilgiler öğretmen adaylarının akredite olma sürecine katılım sağlamaları ile özeleştiri ve özdeğerlendirme yapmalarına, çok yönlü bakış açısı kazanmalarına destek olmasına yönelik deneyimler edindikleri bulguları elde edilmiştir. Sosyal bilgiler öğretmen adayları akreditasyon ekibinin öğrencilerle gerçekleştirdiği akreditasyon görüşmelerine ilişkin bölüme ait bir ortamda görüşme, birebir görüşme, sessiz bir ortamda görüşme, öğrencileri gruplara ayırmadan görüşme, öğrenci görüşmelerine daha uzun zaman ayırma, sosyo-kültürel etkinliklere yönelik sorulara yer verme gibi öneriler sunmuşlardır. Bununla birlikte araştırmaya katılan sosyal bilgiler öğretmen adayları akredite olmuş Sosyal Bilgiler Öğretmenliği Programı’na ilişkin beklentilerini ders içeriğine yönelik kitap okumaya teşvik etme, bilimsel etkinliklere katılıma teşvik etme, öğrencilere yönelik projeler üretme ve öğrencilere rehberlik etme olarak açıklamışlardır. Araştırmadan elde edilen bulgulara dayalı olarak akreditasyon ekibine, görüşme soruları ve ortamına ilişkin çeşitli öneriler sunulmuştur.
Education has a major vital importance is a topic that must be focused on the quality of teachers who are practitioners of the educational system today. Acreditation work is of great importance to identify the problems experienced in teachers’ education programs, take forward measures, improve the quality of teachers’ education and teachers’ education. This study aims to reveal how teachers candidates who participated in the accreditation assessment process perceive the accreditation process and their experience with the accreditation process. For this purpose, one of the qualitative research patterns, the "event science" model has been employed. 10 social information participated in the accreditation process within the framework of the study with the teacher's candidate, a semi-structured interview, the data obtained was analyzed with a tubular analysis approach. According to the research, social information is defined as the perceptions of the process of accreditation of the teacher candidates as the review of the education provided in the program, the improvement of the program, the monitoring, the performance and evaluation of the standards. Social information has been achieved with the findings that teachers candidates have gained experience to provide participation in the process of being accredited and to make personalization and identification, to gain a diversified perspective. Social information Teachers candidates have presented recommendations such as interviews in an environment belonging to the section on the accreditation talks that the accreditation team holds with students, individual conversations, conversations in a quiet environment, conversations without dividing students into groups, longer time for student conversations, and placing questions about socio-cultural events. However, social information participating in the research teachers candidates have explained their expectations regarding the accredited Social Information Teaching Program as encouraging reading books for the course content, encouraging participation in scientific events, producing projects for students and guiding students. Based on the findings obtained from the research, various recommendations were presented to the accreditation team, the interview questions and the environment.
The quality of teachers, who are the practitioners of the education system, is an issue that needs to be emphasized. Today, accreditation studies are of great importance in terms of determining the problems experienced in teacher education programs, taking forward measures, and improving the quality of teacher education and teachers. In this study, it was aimed to understand how pre-service social studies teachers who participated in the accreditation evaluation process perceive the evaluation process and their experiences regarding the phenomenon. Therefore, one of the qualitative research designs, the "phenomenology" was employed. Within the scope of the research, semi-structured interviews were conducted with 10 pre-service social studies teachers who participated in the accreditation process, and the data obtained were analyzed with an inductive data analysis approach. As a result of the research, it was found that the perceptions of the pre-service social studies teachers perceived the accreditation process as reviewing the education currently given in the program, improving the program, controlling it, bringing it into compliance with the standards and evaluating it. It has also been found that pre-service social studies teachers have gained experience in participating in the accreditation process, this experience helped them to make self-evaluation and self-assessment and gain a multi-faceted perspective. Pre-service social studies teachers also made suggestions about some issues came up during the meetings held by the accreditation team with students such as environment where the interviews took place, meeting one-on-one, meeting in a quiet environment, meeting students without dividing them into groups, spending more time on student meetings, and including questions for socio-cultural activities. In addition, the pre-service social studies teachers who participated in the research explained their expectations regarding the accredited Social Studies Teacher Education Program as being more encouraged in reading more books as a preparation for the courses, in participating in scientific activities and research projects, and being guided by academicians more effectively. Based on the findings obtained from the research, there were implications in terms of the accreditation team, interview questions, and social environment.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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