Teacher Education Accreditation Practices and Procedures: Comparison of USA, England, Australia and India
Anshu Narad, Assistant Professor, Department of Education, Lovely Professional University, Phagwara (Punjab), India.
Manuscript received on 12 May 2019 | Revised Manuscript received on 19 May 2019 | Manuscript Published on 23 May 2019 | PP: 1828-1836 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F13280476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: “Teacher quality is an important consideration in student achievement, and although defined differently by different people, continues to be the central concern of those responsible for teacher education. Quality teachers are products of quality teacher education programmes, policies and practices” (UNESCO-ILO, 2010, p20). Setting of professional standards, assessment and accreditation of teacher education institutions will certainly yield society such teachers, who through their capabilities and competence will ensure that every student is knowledgeable, possess attributes and disposition and is skilled enough to meet the challenges of this dynamic world. “Accreditation is the process that involves the examination of institutional procedures for quality assurance as well as involves the assessment of arrangements for achievement of stated objectives.”(Dey, 2011). In the present paper, the author has adopted comparative method so as to have a profound and comprehensive cognizance of teacher education accreditation procedures and practices in these four diverse cultures (USA, England, Australia and India).The comparison drawn focuses on historical background of the accrediting entities, their vision, goals, governance, eligibility requirements, accreditation process, duration and the award of accreditation being offered.
Keywords: Teacher Education, Accreditation, Practices, Procedures.
Scope of the Article: Smart Learning and Innovative Education Systems