ERIC Number: ED098142
Record Type: RIE
Publication Date: 1974-Nov
Reference Count: 0
Accreditation Problems and the Promise of PBTE.
Larson, Rolf W.
This paper examines the relationship between the accreditation of teacher education institutions and performance-based teacher education. After a brief historical review, the author discusses four basic accreditation problems: (a) the need to allow for institutional differences; (b) the need to base decisions on substance rather than on form, (c) the need to determine the actual qualifications of the graduate, and (d) the need to determine the focus or function of accreditation. Institutional statements of objectives for teacher education are frequently vague and provide little guidance for the accrediting team. The objectives of one institution are examined in detail to illustrate these problems. Performance-based teacher education, which requires the explicit definition of expected competencies, could help to move accreditation toward being based on elements of substantive achievement and could encourage a rethinking of admissions criteria. Finally, the two purposes of accreditation are considered; whether it should be used to identify institutions which meet a minimum set of standards or to stimulate institutions to improve their programs significantly. (MBM)
Descriptors: Academic Standards, Accreditation (Institutions), Admission Criteria, Competency Based Teacher Education, Schools of Education, Teacher Education, Teacher Education Curriculum
American Association of Colleges for Teacher Education, No. 1 Dupont Circle, N. W., Suite 610, Washington, D. C. 20036 (no price quoted)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.; American Association of Colleges for Teacher Education, Washington, DC.