Abstract
This paper focused on teacher education and quality assurance issues particularly the quality framework and indicators for accrediting teacher education. It analysed the fact that all parts of the world have not shown equal commitment to the accreditation of teacher education. Similarly, what constitute quality framework and indicators for accrediting teacher education had varied among the countries, higher education agencies and teaching regulatory authorities. For Nigeria, though the professionalisation of teaching has advanced, the professional accreditation of teacher education has not kept pace with the advancement. This study was therefore undertaken to take stock of the international best practices in accreditation of teacher education with a view to suggesting quality framework and indicators for the professional accreditation of teacher education in Nigeria.
Highlights
If education is the gateway to development, the teacher holds the key to development because the teacher is first among all the factors that contribute to education quality
The role of the teacher in the education system is a very critical one and how effectively the teacher plays the role depends on the effectiveness of teacher education
Quality assurance in form of accreditation is necessary to ensure that both types of education meet the national professional standards for teaching
Summary
If education is the gateway to development, the teacher holds the key to development because the teacher is first among all the factors that contribute to education quality. The primary means to have the right type of teachers for the education system is teacher preparation: the way the teachers are prepared largely account for their quality, performance, status and morale. Quality assurance is a very complex concept, entailing a large amount of ideas, theories, principles, procedures and actions which a teacher preparation institution must apply and which the teacher regulatory agencies must ascertain and confirm before awarding accreditation status to a teacher education institution. The historical peculiarities in the development of teaching as a profession mean that quality assurance in teacher education has not enjoyed a common understanding and application across the continents. In the jurisdictions where teaching is just emerging as a profession, quality assurance in teacher education is a relatively new concept
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