Teacher Education Accreditation Research Articles

Cross-Cultural Perspectives on Online Collaborative Learning in Germany

Purpose: The aim of the study was to investigate the cross-cultural perspectives on online collaborative learning in Germany.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: In Germany, online collaborative learning prioritizes structured environments and asynchronous communication to accommodate diverse schedules. Emphasis is placed on clear communication, punctuality, and achieving consensus through respectful dialogue. Educators stress the development of intercultural competence alongside disciplinary knowledge for effective cross-cultural engagement.
 Unique Contribution to Theory, Practice and Policy: Hofstede's cultural dimensions theory, social identity theory & communities of practice theory may be used to anchor future studies on the cross-cultural perspectives on online collaborative learning in Germany. Establish professional development programs that offer continuous training and support for educators to enhance their cultural competence and pedagogical skills in facilitating online collaborative learning. Advocate for the integration of cross-cultural competency standards into teacher education programs and accreditation requirements to ensure that educators are adequately prepared to address the needs of culturally diverse student populations in online collaborative learning environments.

The Study of TPACK Ability Training for Student Teacher Specializing in English— A Case Study of Huainan Normal University

It is a necessary requirement to enhance the information literacy of university teachers and students in an all-round way to adapt to the development of information society. At the heart of the work is an understanding of the framework Matthew J. Koehler and Punya Mishra proposed, TPACK—Technological Pedagogical Content Knowledge. This study takes student teacher specializing in English of Huainan Normal University as an example and aims to understand the current situation of developing the TPACK ability of the student teachers specializing in English through a survey. To investigate the relevant factors affecting the development of English teacher trainees’ TPACK ability, and to explore new ideas for revitalizing the TPACK ability of English teacher trainees to contribute to higher levels of teacher education accreditation and to cultivate higher quality student teachers specializing in English education.

Quality Evaluation of Special Education Teacher Preparation Programs at the Northern Governorates Universities in the Hashemite Kingdom of Jordan, in Light of CAEP Standards

The paper contributes to the existing literature in assessing the quality of the Special Education Teacher Preparation Program in light of the standards of the Council for the Accreditation of Teacher Education (CAEP).The study sample consisted of (48) faculty members, of whom (28) were males and (20) females, and the questionnaire was used to collect data. the results showed that the degree of evaluating the quality of the special education teacher preparation program in the universities of the northern governorates in Jordan in the light of the standards of the Accreditation Council for Teacher Education (CAEP) was medium, and the results showed that there were statistically significant differences according to the gender variable in favor of females. And the academic rank in favor of the lower ranks, The study recommended the need to review the experiences of other countries in the field of preparing programs for special education teachers according to other international standards and evaluate them according to the latest developments in this field.

Seeding ePortfolio into Initial Teacher Education Curriculum in Australia: To Kill Multiple Birds with One Stone

The paper is stemmed from the Australian policy reforms between 2014 and 2015 in a concerted attempt to uplift Initial Teacher Education program quality and accreditation, enhance pre-service teacher’s class-readiness and equip them with essential competencies required of the teaching profession. It is coupled with the novel, emerging challenges of the Covid-19 pandemic, international border closure and the global shift from face-to-face learning to virtual and/or blended learning mode since March 2020. Drawing on a descriptive case study (Chetty, 2013; Yin, 1994) on the Education Double Degree in an Australian institution, the paper unpacks the ways in which the unit leader of the Education Double Degree in an Australian institution innovated four Education units in response to these above-mentioned challenges. Central to this curriculum innovation is seeding ePortfolio via Mahara and Google Site tools into program and curriculum redesign. The paper showcases the road used to remap the program and curriculum; it deploys an integrative learning approach as a conceptual framework to personalise the virtual learning space where student engagement with the course knowledge, skills and values is promoted and where students’ metacognition and deep learning are genuinely incubated. Insights from this paper are relevant and, therefore, applicable to curriculum, innovation, technology in education and an emerging ePortfolio pedagogy. It additionally puts forward significant implications for Initial Teacher Education reforms beyond Australia.

Until We Begin Listening, There Can Be Little Hope for Understanding One Another: An Interview With Dr. Philip C. Chinn

Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was department head at Texas A&M University, Commerce, and a division chair at California State University, LA. Dr. Chinn served as vice-president of the National Association for Multicultural Education (NAME) and co-editor of the organization’s official journal, Multicultural Perspectives. He was appointed to the California State Commission for Special Education and served on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. Dr. Chinn is the co-author of two textbooks in special education and has written several textbook chapters and journal articles. The 11th edition of his co-authored Multicultural Education in a Pluralistic Society (Pearson) was released in 2021.

Activating and reinforcing graduates’ capabilities: early lessons learned from a Teaching Performance Assessment

Australian initial teacher education accreditation requirements have, since 2016, mandated a capstone teaching performance assessment (TPA) to assess pre-service teachers (PSTs) against the Australian Professional Standards for Teachers. This research examines how a standardised TPA known as the Assessment for Graduate Teaching (AfGT) can impact on PSTs’ readiness to teach. The AfGT comprises PSTs’ analysis of their teaching practice using video of teaching episodes, observation feedback, and students’ work samples augmented by an online situational judgement task. The researchers used thematic data analysis of surveys to investigate how the AfGT impacted on PSTs’ perspectives of what matters in teaching. The research established that the process of completing the TPA can activate and reinforce reflection and professional reasoning, and expand PSTs’ knowledge of how their teaching improved student learning. The results provide insights into how a complex and high-stakes TPA can foster professional growth while signalling key enabling conditions.

A study on Chinese teacher education professional accreditation based on the standards comparison

By comparing with the American CAEP teacher education accreditation standard, we study the characteristics of Chinese teacher education professional accreditation (TEPA) and the differences between Chinese and American accreditation standards. The aim of TEPA, which is drawing lessons from the idea of engineering education professional accreditation, is to improve the overall quality of Chinese teachers team, ensure the quality of teacher education, make the quality of pre-service teachers cultivation institutions continue to improve, and meet the needs of the society for qualified and excellent teachers.

Problems and Suggestions of Cultivation Goals of English Teacher Majors Against the Background of Teacher Education Accreditation

Problems and Suggestions of Cultivation Goals of English Teacher Majors Against the Background of Teacher Education Accreditation

A Comparative Review of National and International Practices in Teacher Education Accreditation

A Comparative Review of National and International Practices in Teacher Education Accreditation

以师范专业认证为导向的《生物化学》课程教学改革

以师范专业认证为导向的《生物化学》课程教学改革

ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ОСВІТИ В США ТА В УКРАЇНІ: ТЕНДЕНЦІЇ РОЗВИТКУ

The author underlined that the quality of education is considered as a modern educational trendin the plane of comparative aspect between the USA and Ukraine. The emphasis is on the fact that themost important thing in ensuring a high-quality educational process is to address the financing of schools,eliminate overcrowded classes, apply restorative justice for adolescents, raise educational standards andintroduce accreditation for teachers, etc. In order to concretize the US experience in teacher accreditation,the activities of the National Council for the Accreditation of Teacher Education are reviewed. It isstated that the accreditation of teachers in America is voluntary. It is noted that in Ukraine the functionof standardization of education is performed by the National Qualifications Agency, which is currentlydeveloping regulatory documents in this area.It is reasoned that the implementation of such a trend as the quality of education providesprimarily for the intellectual and personal development of students.The key international documents are analyzed, as well as individual US documents in the fieldof education, on the basis of which prospects are formed for Ukraine in the context of reforming nationaleducation.At the present stage of development of the both American and Ukrainian society, education plays an extremely important role. It is concluded that the education system should be radically modernized taking into account the challenges of the future. Therefore, it is now necessary to increase the requirements for student training, expand the scope of education and transform the competences of students for successful self-realization in professional activities, personal life, social activity. Such as communication in state and foreign languages, mathematical literacy, competences in natural sciences and technologies, information and digital competence, lifelong learning skills, social and civic competences, entrepreneurship and financial literacy, general cultural literacy, environmental literacy and healthy living.

Покликання людини у сучасному світі: відповідальність та очікувані компетенції педагогів

The research focuses on calling phenomenon in the context of the tasks of school reform, definition of the ways of development and motivation of educators. The study analyses social, cultural and humanity aspects of the idea of human calling in the contemporary world as well as the tasks of educators in forming of the system of appropriate competencies of students. The practical issues and international experience of taking into consideration of calling factor in education of teachers and the possibility of use of calling criterion for the assessment of professional suitability of teachers are examined. In particular, the experience of the National Council for the Accreditation of Teacher Education (NCATE) in the USA confirms the necessity of measuring not only the knowledge and psychological qualities of the potential teachers, but also of evaluation their ethical virtues. Therefore, if some teachers do experience a calling, it would fall under the “virtue ethics”.
 Regarding to the personal nature of the phenomenon of calling and moral autonomy of the person, it is unreasonable and unmoral to implement a formal requirement of calling from the candidates for any job. Whereas in the system of the professional evaluation, in particular in education, the criteria of ethical virtues and attitudes to work has to be formulated as for the indirect manifestations of the experience of calling of a personality. Such indicators are: passion – abilities – their practical implementation – the aim of social benefit. The list of personal virtues corresponding to the experience of calling in education framed as following: open-mindedness, love to children, respect, sympathy, tolerance, objectiveness, honesty, fairness, insistency, responsibility.

Using the Joint Standards to Design Postsecondary Assessments With Evidence of Validity and Reliability: An Approach to CAEP Accreditation

AbstractValidity and reliability are a major focus in teacher education accreditation by the Council for Accreditation of Educator Preparation (CAEP). CAEP requires the use of “accepted research standards,” but many faculty and administrators are unsure how to meet this requirement. The Standards of Educational and Psychological Testing abbreviated Joint Standards, are the implied accepted research standards. The purpose of this study was to test empirically the extent to which the Joint Standards could serve this purpose. The primary outcome of this study is a pragmatic set of implementation strategies organized into assessment specifications connecting CAEP requirements to the Joint Standards. An example set of assessment specifications is provided. Use of this process can improve assessments in any academic discipline for any accreditation agency, become a faculty professional development tool, raise assessment literacy, and potentially impact instruction of future educators.

Quality Assurance & Accreditation of Teacher Education in Pakistan: Scope for Internationalization

This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.

The Development of a Suggested Internationalized Curriculum for Egyptian Prospective EFL Teachers

The Egyptian reform agenda targets the current Egyptian Teacher Education Curricula (ETEC). Reform should meet the national and international requirements. Accordingly, research attempted to evaluate the current English as a Foreign Language Teacher Education Curriculum (EFLTEC) and to suggest an Internationalized Curriculum for Egyptian Secondary School EFL Teachers’ Preparation. The suggested curriculum was developed in light of the insights gained from analyzing nine referenced documents namely; the Sustainable Development Strategy (SDS), National Academic Reference Standards (NARS), American Council on the Teaching of Foreign Language (ACTFL), National Council for Accreditation of Teacher Education (NCATE), the Standards of the Council for Accreditation of Educator Preparation CAEP, the Australian Professional Standards for Teachers (APST), Cambridge English Teaching Framework (CETF), Sustainable Development Goals (SDGs) and 21st Century Skills. Twenty six EFL fourth-year students participated in the pilot study and ninety six of the same majors and level participated in the main study. In addition, seventeen EFL experts participated in the study. The research project adopted the mixed research method so that document analysis technique, interview, questionnaire, Delphi technique, and focus group technique were used to collect the targeted quantitative and qualitative data. Results revealed that EFL majors (73.9%) were not satisfied with the current EFLTEC in terms of meeting the national and international teacher preparation requirements. Document analysis resulted in stating seven EFL preparation curriculum standards integrating national and international against which an Internationalized Secondary School EFL Teachers’ Education Curriculum was proposed.

Defining and designing impact consciousness in teacher education

ABSTRACT This article explores contested possible meanings of the term ‘impact’ used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers are equipped with the pedagogical content knowledge and habitus to look beyond teaching inputs to student outcomes. The article further argues for learning experiences in initial teacher education programs that forge teacher identities that develop pre-service teachers’ and supervising teachers’ awareness of impact consciousness. It draws upon assessment literature and examination of individual practice within a design-based research framework to propose a diagrammatic model of impact. The article presents programmatic assessment as a fresh lens to consider a program model that incrementally develops and evidences increasing levels of pre-service teacher impact consciousness.

Quality Framework And Indicators For Accreditation Of Teacher Education: International Cases And Suggestions For Nigeria

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.

Evaluation of The National Council for Accreditation of Teacher Education (NCATE) Al-Taif University and The Middle East as Model

the faculties of education at the Universities of Taif and the Middle East in light of the standards National Council for the Accreditation of Teacher Education (NCATE) for the adoption of teacher preparation institutions from the viewpoint of faculty members. The samples were taken randomly, and the data source was from 93 (50%) of faculty members of the institution. The study results showed moderate application of the quality of the performance of the faculties of education at the Universities of Taif and the Middle East in light of the NCATE standards with a mean (2.91) and ranged averages between 2.69 to 3.13. This is done based on the qualities of performance such as professional development of faculty members; the diversity of learners and the sources of their learning; evaluation and correction; field education; and programs provided, respectively. There are statistically significant differences (≤ 0.05 ) between the average responses of the sample members of the two colleges of education at Taif and Middle East universities due to the variables (the university, and academic rank, years of experienced). Also, there were no significant differences related to gender differences. The study concluded that several recommendations, including: revision of the current teacher training in the faculties of education at the Universities of Taif and the Middle East commensurate with the standards. National Council for the Accreditation of Teacher Education (NCATE) works on selecting outstanding school field training program.

Mediating factors that influence the technology integration practices of teacher educators

While the United States federal government and the main teacher education accreditation organization push for the inclusion of technology in teacher education across the curriculum, little attention has been paid to understanding the technology competencies and behaviors of teacher educators. This study explores this gap by investigating what direct and mediating factors predict technological pedagogical content knowledge (TPACK) in teacher educators, and how these factors along with TPACK influence the adoption of the ISTE technology standards in teacher education. The findings from a sample of 806 teacher educators across the United States indicate that there are significant differences in both TPACK and ISTE standard alignment across subject areas, and that experience levels positively predict ISTE standard alignment to a small degree. More significant, however, is the finding that technology knowledge and institutional support are important mediators, predicting TPACK and ISTE standard alignment. Additionally, TPACK strongly predicts ISTE standard alignment. These findings suggest that institutions should provide targeted support to teacher educators across disciplines and should adopt coherent technology frameworks for their programs.

The (Im)possibility of (Un)doing diversity in teacher education: (In)visibility of faculty of color in the accreditation standards

ABSTRACT This paper challenges the constructed coherence of dominant, normative diversity discourses and over-simplistic prescription of diverse faculty roles in teacher education programs. First, in the discourse analysis of US teacher education accreditation standards, this paper pays particular attention to tensions and contradictions that exist within the conceptualization of diversity categories as a commodity, interpersonal interaction, and competency. Second, drawing on concepts of power, forms of knowledge and subjectivities, the authors strategically use their collective biographies as data out of which they observe, understand, and make visible multiple and mobile discourses at work in the (re)constitution of themselves as faculty of color within a predominantly white institution. A discussion of the ambivalence in subjectivities and their day-to-day negotiation of power across interactions to provide students with diverse perspectives generates questions for further conversations that resist the simplistic and limited notions of doing diversity.