ERIC Number: ED464069
Record Type: RIE
Publication Date: 2002-Feb-25
Three Views of Accountability from the Trenches: What Does It Mean? What Is Its Value?
Griffith, Judy B.; Koeppen, Kim E.; Timion, Cheryl
This study examined preservice teachers', cooperating teachers', and teacher educators' definitions and understandings of accountability in teacher education. Respondents at three universities completed surveys that included both selected and open-ended response items. Data analysis indicated that nearly 80 percent of the respondents believed they understood the term accountability, and 67.2 percent of them thought accountability measures benefited educators and improved teaching and learning. About 91 percent of respondents considered themselves accountable to people within their teacher education programs and required to provide evidence of their competence to these people, though they were unclear about the type of evidence they should provide. About 78 percent of respondents believed they were accountable to people outside their teacher education programs and that they were required to provide evidence of their competence to people outside these programs. At all three institutions, participants generally felt that they understood and valued accountability and were aware of groups to which they accountable. There was a level of confidence in the worth of accountability and recognition of the pressures resulting from it. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY February 23-26, 2002).