Teacher quality and teacher education quality : accreditation from a global perspective / edited by Nicholas M. Michelli, Robin Dada, Deborah Eldridge, Rana M. Tamin, Karen Karp.
Contributor(s): Michelli, Nicholas M [editor.]
Language: English Publisher: New York, NY : Routledge, Taylor & Francis Group , 2017Description: x, 252 pages : illustrations ; 23 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9781317364276; 9781138948723Subject(s): Teachers colleges -- Accreditation -- Cross-cultural studies | Teachers -- Training of -- Cross-cultural studiesDDC classification: 370.71/1 LOC classification: LB1805 | .T43 2016Summary: 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.| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
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COLLEGE LIBRARY | COLLEGE LIBRARY SUBJECT REFERENCE | 370.711 T2201 2016 (Browse shelf) | Available | CL-48055 |
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| 370.711 Ac46 2010 Achieving your masters in teaching and learning / | 370.711 El596 2015 Transforming teacher education : reconfiguring the academic work / | 370.711 T22 2002 Teacher training and effective pedagogy in the context of student diversity / | 370.711 T2201 2016 Teacher quality and teacher education quality : accreditation from a global perspective / | 370.711 W755 2005 Becoming a teacher in a field-based setting : an introduction to education and classrooms / | 370.71154 T22 2002 Teacher education in turmoil : quest for a solution / | 370.71173 L578 2002 Case studies of teacher development : an in-depth look at how thinking about pedagogy develops over time / |
About the Editors
Nicholas M. Michelli is Presidential Professor in the Policy, Leadership, Teacher Education strand in Urban Education and on the faculty of Middle Eastern Studies at The Graduate Center, City University of New York, USA.
Robin Dada is Dean of the College of Education and a professor at Zayed University, United Arab Emirates.
Deborah Eldridge is President and CEO of LCV, Inc., USA?an independent consulting company for higher education specializing in teacher education, accreditation and quality assurance, and program and curriculum development.
Rana M. Tamim is Assistant Dean of Research and Graduate Studies and Associate Professor at the College of Education at Zayed University, United Arab Emirates.
Karen Karp is currently a visiting professor in the Doctoral Studies program at Johns Hopkins University, USA.
Includes bibliographical references.
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.
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