CUP Faculty Research
Document Type
Unpublished Conference Presentation
Publication Date
1-1-2014
Abstract
This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, and collaboration. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work.
Recommended Citation
Burbank, Mary D.; Goldsmith, Melissa M.; and Bates, Alisa, "More than Hoop Jumping: Making Accreditation Matter" (2014). CUP Faculty Research. 16.
https://digitalcommons.csp.edu/cup_commons_faculty/16
Source
Education Faculty Research