Determination of teaching and learning process standards as a curriculum component

The aim of this study is to determine of standards of educational status as a program component. On the basis of Delphi technique, the standards, determined within the scope of this study and carried out in three rounds , were determined by the designated 10 universities and 295 educational sciences expert opinions from all regions of Turkey. In the first round of the study, opinions were taken from the experts about what the standards regarding the Education Situations might be. The data obtained from this tour were coded by three field experts and grouped according to the information of the literature. A questionnaire form was created at the end of the first round. In addition, an area was provided in which participants can express their opinions and suggestions. In the second round of the study, this survey was re-applied to the expert group and the opinions and recommendations regarding each standard were taken by asking the level of participation in the standards. The questionnaire form, which was rearranged in accordance with the opinions and suggestions of the experts, was sent back to the experts in the third round to get their opinions on the mentioned changes. Standars of Educational Status Quesionnaire form created at the end of that round was applied to 40 teachers from Erzincan and 35 teachers from Elazıg and teachers' level of adoption of these standards was examined. The level of participation of the experts in the surveys used in the Delphi tours and the participation levels in the revised standards were scored as (1) for Totally Disagree,(2) for Disagree,(3) for No Decision ,(4) for Agree,(5) for Totally Agree. Fort he suggested standards to be excluded from the survey, the participation levels were scored as (1) for Definitely not to be Omitted,(2) for not to be Omitted,(3) for No Decision,(4) fort o be Omitted,(5) for Definitely to be Omitted. Mean and standard deviation values were used to analyze the data obtained from the questionnaires. According to this, in the opinions "Agree (3,41-4,20) and Totally Agree (4,21-5,00)", it was accepted that there is a consensus on the acceptance of the standards.In addition,for the standards proposed to be excluded from the scope of survey,the opinions of '' To be Omitted''(3,41-4,20) and Definitely to be Omitted (4,21-5,00) were decisive. As a result, ten standards and 206 indicators were determined related to the Educational Status. 101 of these standards (49,0%) were Teacher-Oriented Standards, 18 (8,7%) were directed towards Management, 11 (5,3%) Education Politics Standards, 19 (9%). 2) Learning Environment Standards, 22 (10.7%) Equipment and Material Standards, 9 (4.4%) Content Standards, 2 (1.0%) Assessment Standards, 5 ( 2.4%) the standards for the course, 8 (3.9%) Standards for Learning, and 11 (5.3%) standards of the Program were included in the Program Oriented Standards. These standards, where a qualified group of experts agreed on each other independently, were significantly related to both national and international literature. With these standards, it is envisaged to bring both human resources and structural resources to a minimum level of education. If the learning-teaching process can be shaped according to these standards, this process can be carried out more effectively. In addition, with these standards, which will provide students with equal opportunities, which is one of the basic principles of the National Education, it can be ensured that all students receive an equal and fair education.At this point,in the later studies,researches related to how far the standards resulted in this study are covered by the schools in Turkey, can be done. In addition, experimental studies can be done to measure the success that will ocur at the end of a tezching process which is based on these standards.