Publication: Türkiye'de sosyal bilgiler öğretmenliği lisans eğitimi programlarının alana özgü ulusal akreditasyon standartları çerçevesinin belirlenmesi
Abstract
Türkiye'de sosyal bilgiler öğretmenliği lisans eğitimi programlarının alana özgü ulusal akreditasyon standartları çerçevesinin belirlenmesi Bu araştırmada, sosyal bilgiler öğretmenliği lisans programlarının sahip olması gereken akreditasyon standartlarını içeren bir ulusal standartlar çerçevesini belirlemek amaçlanmıştır. Araştırma iki aşamada gerçekleştirilmiştir. Birinci aşamasında, Türkiye'deki sosyal bilgiler öğretmenliği lisans programlarının mevcut durumunu ortaya koymak amacıyla akreditasyon raporları incelenmiştir. Bu aşamada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Bu veriler betimsel analiz yoluyla incelenmiştir. İkinci aşamada, sosyal bilgiler öğretmenliği alana özgü akreditasyon standartlarının geliştirilmesi amacıyla Delphi tekniği kullanılmıştır. Çalışma, üç turdan oluşan bir Delphi sürecini içermiştir. Araştırmanın birinci aşamasının veri kaynağını, Öğretmenlik Eğitim Programları Değerlendirme ve Akreditasyon Derneği (EPDAD) tarafından 2019-2023 yılları arasında akredite edilen on üç sosyal bilgiler öğretmenliği lisans programının akreditasyon raporu oluşturmaktadır. Araştırmanın ikinci aşamasında ise amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılarak bir uzman grubu belirlenmiştir. Uzman grubu, sosyal bilgiler eğitimi ve akreditasyon alanında bilgi, deneyim ve yetkinliğe sahip 35 uzmandan oluşmaktadır. Birinci aşamada veri kaynağı olarak akreditasyon raporları kullanılmış, programların güçlü ve geliştirmeye açık yönleri fişlenerek analiz edilmiştir. İkinci aşamada ise taslak ilkeler için Uzman Değerlendirme Formu (I. Tur), taslak ve revize standartlar için Uzman Grubu Görüş Formları (II. ve III. Tur) kullanılmıştır. Birinci aşamada elde edilen veriler betimsel analiz yoluyla incelenmiştir. İkinci aşamada, Delphi turlarından toplanan verilerin analizinde ise frekans ve yüzde hesaplamaları kullanılmıştır. Uzman görüşleri doğrultusunda sosyal bilgiler öğretmenliği standartlarının geliştirilmesinde göz önünde bulundurulmak üzere 19 nihai ilke belirlenmiştir. İlkeler, standartların amacı hakkında bilgi vererek ve onların şekillendirilmesine yardımcı olmuştur. Bu ilkeler ile standartların daha net, odaklanmış, güncel, kapsamlı ve uygulanabilir olmasını sağlamak amaçlanmıştır. Literatürdeki standartların belirlenen ilkeler doğrultusunda harmanlanmasıyla başlangıçta 8 standart alanı ve 133 standart içeren bir taslak standart seti oluşturulmuştur. Standartlar belirlenirken, akreditasyon raporlarının incelenmesiyle tespit edilen gelişime açık yönlerin varlığını arayan maddelere de yer verilmiştir. Uzmanların görüşleri doğrultusunda 135 standarttan oluşan nihai bir standart seti belirlenmiştir. Bu standart alanları: [1] Program Tasarımı (n=18), [2] Alan Bilgisi ve Becerileri (n=25), [3] Disiplinlerarası Bağlantılar ve Bütünleştirme (n=8), [4] Sosyal Bilim Perspektiflerinin Uygulanması (n=16), [5] Alan Öğretiminin Planlanması ve Uygulanması (n=20), [6] İzleme ve Değerlendirme (n=9), [7] Mesleki Gelişim ve Sorumluluk (n=16), [8] Yönetim, Program Kaynakları ve Destek (n=23) olarak belirlenmiştir. Genel öğretmenlik standartları özel alan bilgisi ve becerilerini yeterince vurgulayamamaktadır. Sosyal bilgiler öğretmenliği belirlenen alana özgü akreditasyon standartlarının alana önemli katkı sağlaması beklenmektir.
Determination of the framework for field-specific national accreditation standards for social studies teacher education programmes in Turkiye This study aims to establish a national standards framework that includes the accreditation standards required for social studies teacher education undergraduate programmes. The research was conducted in two stages. In the first stage, accreditation reports were examined to reveal the current status of undergraduate programmes in social studies teaching in Turkiye. Document analysis, one of the qualitative research methods, was used in this stage. These data were examined through descriptive analysis. In the second stage, the Delphi technique was used to develop field-specific accreditation standards for the social studies teaching programme. The study involved a Delphi process consisting of three rounds. The data source for the first stage of the research consists of the accreditation reports of thirteen social studies teacher education undergraduate programmes accredited by the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD) between 2019 and 2023. In the second stage of the research, a group of experts was determined using criterion sampling, one of the purposive sampling methods. The expert group consists of 35 experts with knowledge, experience, and competence in social studies education and accreditation. In the first phase, accreditation reports were used as the data source, and the strengths and areas for improvement of the programmes were analysed. In the second phase, the Expert Evaluation Form (Round I) was used for the draft principles, and the Expert Group Opinion Forms (Rounds II and III) were used for the draft and revised standards. The data obtained in the first phase were examined through descriptive analysis. In the second phase, frequency and percentage calculations were used to analyse the data collected from the Delphi rounds. In line with expert opinions, 19 final principles have been established to be taken into consideration in the development of social studies teaching programme standards. The principles have provided information about the purpose of the standards and helped shape them. These principles aim to ensure that the standards are clearer, more focused, up-to-date, comprehensive and applicable. By combining the standards in the literature with the established principles, a draft set of standards was created, initially containing 8 standard areas and 133 standards. When determining the standards, items seeking areas for improvement identified by reviewing accreditation reports were also included. In line with expert opinions, a final set of standards consisting of 135 standards was determined. These standard areas are: [1] Programme Design (n=18), [2] Subject Knowledge and Skills (n=25), [3] Interdisciplinary Connections and Integration (n=8), [4] Application of Social Science Perspectives (n=16), [5] Planning and Implementing Subject Teaching (n=20), [6] Monitoring and Evaluation (n=9), [7] Professional Development and Accountability (n=16), [8] Management, Programme Resources and Support (n=23). General teaching standards do not sufficiently emphasise subject-specific knowledge and skills. It is expected that the subject-specific accreditation standards established for the social studies teaching programme will make a significant contribution to the field.
Determination of the framework for field-specific national accreditation standards for social studies teacher education programmes in Turkiye This study aims to establish a national standards framework that includes the accreditation standards required for social studies teacher education undergraduate programmes. The research was conducted in two stages. In the first stage, accreditation reports were examined to reveal the current status of undergraduate programmes in social studies teaching in Turkiye. Document analysis, one of the qualitative research methods, was used in this stage. These data were examined through descriptive analysis. In the second stage, the Delphi technique was used to develop field-specific accreditation standards for the social studies teaching programme. The study involved a Delphi process consisting of three rounds. The data source for the first stage of the research consists of the accreditation reports of thirteen social studies teacher education undergraduate programmes accredited by the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD) between 2019 and 2023. In the second stage of the research, a group of experts was determined using criterion sampling, one of the purposive sampling methods. The expert group consists of 35 experts with knowledge, experience, and competence in social studies education and accreditation. In the first phase, accreditation reports were used as the data source, and the strengths and areas for improvement of the programmes were analysed. In the second phase, the Expert Evaluation Form (Round I) was used for the draft principles, and the Expert Group Opinion Forms (Rounds II and III) were used for the draft and revised standards. The data obtained in the first phase were examined through descriptive analysis. In the second phase, frequency and percentage calculations were used to analyse the data collected from the Delphi rounds. In line with expert opinions, 19 final principles have been established to be taken into consideration in the development of social studies teaching programme standards. The principles have provided information about the purpose of the standards and helped shape them. These principles aim to ensure that the standards are clearer, more focused, up-to-date, comprehensive and applicable. By combining the standards in the literature with the established principles, a draft set of standards was created, initially containing 8 standard areas and 133 standards. When determining the standards, items seeking areas for improvement identified by reviewing accreditation reports were also included. In line with expert opinions, a final set of standards consisting of 135 standards was determined. These standard areas are: [1] Programme Design (n=18), [2] Subject Knowledge and Skills (n=25), [3] Interdisciplinary Connections and Integration (n=8), [4] Application of Social Science Perspectives (n=16), [5] Planning and Implementing Subject Teaching (n=20), [6] Monitoring and Evaluation (n=9), [7] Professional Development and Accountability (n=16), [8] Management, Programme Resources and Support (n=23). General teaching standards do not sufficiently emphasise subject-specific knowledge and skills. It is expected that the subject-specific accreditation standards established for the social studies teaching programme will make a significant contribution to the field.
Description
Keywords
Accreditation, Akreditasyon, Delphi Technique, Delphi Tekniği, Kalite Güvencesi, Öğrenim ve öğretim, Öğretmenler, Quality Assurance, Social sciences, Social Studies Education, Sosyal bilgiler, Sosyal Bilgiler Öğretmenliği, Standards, Standartlar, Study and teaching, Teachers, Training of, Turkey, Türkiye, Yetiştirme