Perspectives of Students and Academic Staff on Quality and Accreditation in Teacher Education Programs

Authors : Ceren Kurdoğlu Kibar, Canay Demirhan İşcan

Pages : 927-964

Doi:10.14812/cuefd.1517468

View : 156 | Download : 136

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :This study aimed to describe the quality perceptions of students and academic staff in teacher education programs and their views on accreditation. In line with this aim, in 2021, teacher education programs -both accredited and non-accredited- within the departments of basic education at two state universities in Ankara were identified. The research was designed using convergent parallel mixed methods design. Data were collected from students and academic staff in the primary school teaching and preschool teaching programs at the selected universities. The Quality Perception Scale in Higher Education was used to determine the quality perceptions of students and academic staff members, and the Interview Form on Quality and Accreditation was used to determine the participants\\\' views on quality and accreditation in higher education. The results showed no significant difference in the quality perceptions of students and faculty members between the accredited and non-accredited programs at the participating public universities. Academic staff members in accredited programs most commonly expressed their expectations of accreditation as decreasing student numbers and enhanced cooperation among academics. Academic staff members in non-accredited programs, on the other hand, most commonly expressed their expectations from an accredited program as valuing student needs and demands, increasing social, artistic and sport activities, and ensuring cooperation among stakeholders. Academic staff members from both accredited and non-accredited programs most commonly explained the concept of accreditation as standardization. Students in accredited programs defined the concept of accreditation mostly as international validity, while students in non-accredited programs defined the concept mostly as meeting standards. It is recommended that detailed informative training sessions on accreditation should be held at regular intervals for the stakeholders in teacher education undergraduate programs, especially for students to obtain accurate information about the accreditation process and for the accreditation process to be embraced by all stakeholders. Additionally, it is suggested that incentives be offered to accredited programs and those planning to begin the accreditation process, to encourage broader participation and commitment.
Keywords : Yükseköğretimde kalite, Akreditasyon, Öğretmen eğitimi programları, Öğrenci görüşü, Öğretim elemanı görüşü

ORIGINAL ARTICLE URL