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ERIC Number: ED429062
Record Type: Non-Journal
Publication Date: 1999-Feb-8
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Utilizing the Concept of "Conceptual Framework" in National Accreditation.
Dottin, Erskine S.
The conceptual framework is vital in linking elements of quality assurance in teacher education. The development of professional accountability in teacher education is a continuum that links colleges of education responsible for teacher education to the state, to teachers' induction processes within the schools, to professional and learned societies that shape knowledge in the respective fields (national societies), and to accomplished professionals as judged by the National Board for Professional Teaching Standards. Quality assurance in teacher education enables schools and colleges of education to be guided by professional standards. The National Council for Accreditation of Teacher Education Standards serves this purpose. A conceptual framework within a unit establishes the unit's purpose in preparing teacher education and school personnel candidates. It enables a unit to articulate and share with its professional community its way of thinking and being, its reasons for existence, its underlying beliefs and values, and its learning objectives and outcomes. The unit's conceptual framework is the initial catalyst in its contribution to the state and the profession. Once a unit has decided its purpose, it must determine what to teach in order to achieve that purpose and ensure that candidates know the subjects they will teach. A conceptual framework can enhance institutional/unit effectiveness and enrich uniqueness, providing a sense of direction for development and refinement of programs, courses, teaching, research, and service by faculty. (SM)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A