Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Abstract

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.