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Author: Nicholas Michelli Publisher: Routledge ISBN: 1317364279 Category : Education Languages : en Pages : 251
Book Description
Accreditation of teacher education programs is increasingly embraced internationally and is being modeled after the American experience, despite criticisms from some in the field of teacher education in the United States. This book examines the transformation of accreditation and the interest and perception of nations and regions choosing to use the model in their own culture, including the Middle East and Gulf Region, South America, and the United Kingdom. Its distinctive edge is the juxtaposition of three sectors: quality assurance/accreditation, teacher preparation, and global/international experiences. The authors address how the adoption of a universal requirement for accreditation embraces a particular view of what teacher quality means. The emphasis on the development of teacher preparation in concert with accreditation is of academic interest to scholars in the United States and abroad. The experiences and voices of teacher educators as international colleagues in a global climate of accountability brings a fresh perspective on shared challenges.
Author: Nicholas Michelli Publisher: Routledge ISBN: 1317364279 Category : Education Languages : en Pages : 251
Book Description
Accreditation of teacher education programs is increasingly embraced internationally and is being modeled after the American experience, despite criticisms from some in the field of teacher education in the United States. This book examines the transformation of accreditation and the interest and perception of nations and regions choosing to use the model in their own culture, including the Middle East and Gulf Region, South America, and the United Kingdom. Its distinctive edge is the juxtaposition of three sectors: quality assurance/accreditation, teacher preparation, and global/international experiences. The authors address how the adoption of a universal requirement for accreditation embraces a particular view of what teacher quality means. The emphasis on the development of teacher preparation in concert with accreditation is of academic interest to scholars in the United States and abroad. The experiences and voices of teacher educators as international colleagues in a global climate of accountability brings a fresh perspective on shared challenges.
Author: Dale D. Johnson Publisher: Rowman & Littlefield Publishers ISBN: 1461646391 Category : Education Languages : en Pages : 269
Book Description
This book is a critical examination of the practices, processes, and tactics of the National Council for Accreditation of Teacher Education (NCATE), the largest accreditor of teacher education programs in the country. Those who have concerns about how well teachers are prepared in our country need to become aware of this influential organization and its stranglehold on teacher preparation.
Author: Lawrence Ingvarson Publisher: ISBN: 9780977525263 Category : Accreditation (Education) Languages : en Pages : 93
Book Description
This report, by Teaching Australia, looks at the process of the accreditation process in teacher education, in Australia, and internationally.
Author: National Association of State Directors of Teacher Education and Certification. Accrediting Standards Revision Committee Publisher: ISBN: Category : Teachers Languages : en Pages : 60
Author: Lynnette B. Erickson Publisher: Emerald Group Publishing ISBN: 0857240994 Category : Education Languages : en Pages : 344
Book Description
Addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.
Author: Indiana. Dept. of Public Instruction. Division of Teacher Education and Certification Publisher: ISBN: Category : Teachers Languages : en Pages : 31
Author: Diane Yendol-Hoppey Publisher: IAP ISBN: 1641133775 Category : Education Languages : en Pages : 288
Book Description
For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Author: Nicholas Michelli
Author: Nicholas Michelli
Author: Dale D. Johnson
Author: American Association of Colleges for Teacher Education
Author: Lawrence Ingvarson
Author: National Association of State Directors of Teacher Education and Certification. Accrediting Standards Revision Committee
Author: John R. Mayor, Willis G. Swartz
Author: Lynnette B. Erickson
Author: Indiana. Dept. of Public Instruction. Division of Teacher Education and Certification
Author: 
Author: Diane Yendol-Hoppey