B Bologna süreci, 1999 y›l›nda 29 Avrupa ülkesinin e¤itimden sorumlu bakanlar›n›n Bologna bildirgesini imzalamas›yla bafllam›flt›r. Bologna sürecinin diplo-ma eki, Avrupa Kredi Transfer Sistemi (AKTS), yaflam boyu ö¤renme, hareketlilik, kalite güvencesi, sosyal boyut, ulusla-raras›laflma, ö¤renci merkezli ö¤renme gibi boyutlar› bulun-

he Bologna process officially started in 1999 with the meeting of the higher education ministers of 29 European states in Bologna and the signing of the Bologna declaration in order to create a common higher education area in Europe. Although the goal stated in the declaration was to create a European higher education area by 2010 (Çelik, 2012), the target date for this goal was revised as 2020 with the Leuven Declaration (Süngü, 2009). In 2001, Turkey joined the Bologna process which aims to bring standards to higher education in Europe, and in 2015 the number of member states increased to 48, with the entry of Belarus (European Higher Education Area, 2015). Araflt›rman›n amac› E¤itim Fakültesi ve E¤itim Bilimleri Bölümü ö¤retim program›n›n (program ve ders bilgi paketlerinin) Bologna süreci ba¤lam›nda incelenmesidir. Fenomenoloji araflt›rma yöntemine göre desenlenen araflt›rmada "Bologna süreci ba¤lam›nda e¤itim programlar›n›n etkilili¤i" problemi incelenmifltir. Veriler ö¤renciler ve ö¤retim elemanlar›ndan oluflan iki ay-r› odak grup görüflmesi ile toplanm›fl ve Miles ve Huberman'›n aflamalar›na göre analiz edilmifltir. Araflt›rman›n bulgular› haz›rlama, uygulama, ve kalite güvencesi olmak üzere üç araflt›rma problem çerçevesinde raporlanm›flt›r. Araflt›rman›n baz› sonuçlar› flunlard›r: Sürecin olumlu yönü olarak hem ö¤renciler hem de ö¤retim elemanlar› sürecin bilgiye ulaflmay› ve seçmeli dersler yard›m› ile ders seçim sürecini kolaylaflt›rd›¤› konusunda ortak görüfl bildirirken; tüm kat›l›mc›lar bilgi ak›fl›ndaki eksiklikten, verilen görevlerin net olmamas›ndan, sürecin önemine inan›lmamas›ndan, haz›rlama sürecine gösterilen dirençten, adil olmayan ifl yükü da¤›t›m›ndan, yeterlilikler ve derslerin efllefltirilmesindeki hatalardan yak›nm›flt›r. Ayr›ca ö¤retim görevlileri, gözden geçirme ve dönüt süreçlerindeki problemlerden de bahsetmifltir.

The aim of this research is to examine how student-centered learning is reflected in the learning outcomes of the Teaching Principles and Methods courses in the primary education mathematics curriculum. The research was designed in the context of document scanning model. The web pages of 88 elementary mathematics teaching programs information package created in the context of the Bologna process were scanned. Frequency were used in the analysis of the data. Accordingly, there are no learning outcomes of the Teaching Principles and Methods course in approximately one quarter of the programs. The absence of learning outcomes in accredited programs is very rare compared to non-accredited programs. In the cognitive domain, the outcomes are at the level of knowledge and comprehension. In the affective domain, the outcomes are at the level of receiving and reacting. Accordingly, more attention can be given to learning outcomes at the levels of application and above for the course. Learning outcomes are not the only indicator of student-centered learning, but all elements of the course information package can be addressed with a more holistic perspective.

Sustaining the quality in higher education requires the evaluators to decide in line with the standards, namely accreditation. In the accreditation process, although there are different applications in different countries, the institution or program generally makes a self-evaluation, and then a decision is made by making field visits by experts. In this process, the evaluators' decision whether the operation conforms to the standards can overlap with Provus' discrepancy evaluation model. In the discrepancy evaluation model, performance and standards are compared and it is decided whether there is a difference. This coincides with the accreditation process. In this chapter, the accreditation process is considered as program evaluation and this process is associated with Provus' discrepancy evaluation model.

Purpose: This study aims to examine the information packages of compulsory professional pedagogical courses in elementary mathematics programs of the Faculty of Education, for which only the field of curriculum and instruction is responsible within educational sciences, according to accreditation. Methodology: Content analysis was performed within the study designed in line with the document analysis method. Frequency was used in analysis of the data collected through the packages of "Teaching Principles and Methods" and "Instructional Technologies" courses in 89 programs for training elementary education mathematics teachers. The study also includes categories and citations for reasons for incompatibility with accreditation. Findings: It is concluded that approximately two-thirds of packages are incompatible. Almost all packages include the necessary parts. The activities and measurement&evaluation methods in private universities or accredited programs precede in terms of compatibility with accreditation. In general, the order of the elements from the most to the least compatible with the accreditation program are; activities, learning outcomes, course objective, and measurement&evaluation methods. Highlights: It is noted that course packages are still not viewable. In terms of being compatible for certification, while certified programs are likely to have advantages over others, it is also probable that they may face comparable challenges.