دورية أكاديمية
أعرض في EDS

Problematizing Accreditation for Teacher Education

التفاصيل البيبلوغرافية
العنوان: Problematizing Accreditation for Teacher Education
اللغة: English
المؤلفون: Romanowski, Michael H. (ORCID 0000-0003-2454-3571), Alkhateeb, Hadeel
المصدر: Higher Education Policy. Sep 2023 36(3):457-477.
الإتاحة: Palgrave Macmillan. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.palgrave.com/us/social-science/education
Peer Reviewed: Y
Page Count: 21
تاريخ النشر: 2023
نوع الوثيقة: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Accreditation (Institutions), Teacher Education, Problems, Academic Freedom, Trust (Psychology), Teacher Educators, Outcomes of Education, Career Readiness, Preservice Teachers
DOI: 10.1057/s41307-022-00264-2
تدمد: 0952-8733
1740-3863
مستخلص: This essay aims to problematize US accreditation of teacher education. Foucault's notion of problematization is used as a theoretical framework to explain how accreditation emerged in the past as a solution to perceived educational problems and how and why the accreditation process has evolved into a problem today. The discussion centers on four main themes: (1) teachers as technicians; (2) academic freedom; (3) distrusting teacher educators; and (4) an emphasis on outcomes. The essay concludes with a suggestion that accreditation has failed to ensure teachers' readiness for the classroom, arguing that the accreditation process is based on accountability and the promise of performance while being unable to allow for new understandings and possibilities for teacher education.
Abstractor: As Provided
Entry Date: 2023
رقم الأكسشن: EJ1391163
قاعدة البيانات: ERIC
الوصف
تدمد:0952-8733
1740-3863
DOI:10.1057/s41307-022-00264-2