Adıgüzel, Abdullah2023-07-262023-07-2620221302-5600https://doi.org/10.37669/milliegitim.769395https://search.trdizin.gov.tr/yayin/detay/507805https://hdl.handle.net/20.500.12684/12089The aim of this research is to compare some countries have different teacher education accreditation practices and procedures. This study was carried out by meta-synthesis method. In the countries included in the research, the institutions that are authorized in teacher education accreditation; comparisons were made in terms of historical development, visions, goals, management, eligibility requirements, basic standards, accreditation process and level, duration and cost. In the countries included in the research, it has been determined that the main goal in teacher education accreditation is to promote excellence in teacher education and thus to train excellent teachers who can contribute to the creation of educated and sustainable quality societies. Thus, the application methods adopted in the accreditation of teacher training institutions are largely similar. CAEP in America, NCTL in England, AITSL in Australia and YÖK in Turkey are established in the main authorized to accredit teacher education in the countries. Generally, the accreditation process begins with the determination of the eligibility of the institution or program that wishes to be accredited and its own internal evaluation report submitted by the relevant institution or program. Then, the institution or program requesting accreditation is visited by the accreditation team. © 2022, Milli Egitim. All Rights Reserved.tr10.37669/milliegitim.769395info:eu-repo/semantics/closedAccessAccreditationMeta-synthesisQualityStandardTeacherArticle512331271505078052-s2.0-85125245818Q3