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ERIC Number: EJ967386
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: ERIC
ISSN: ISSN-1548-9566
Balancing Stakeholders' Interests in Evolving Teacher Education Accreditation Contexts
Elliott, Alison
College Teaching Methods & Styles Journal, v4 n2 p53-58 2008
While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked to teacher registration which in itself is relatively recent in most jurisdictions. While all agree that the ultimate goal of accreditation is quality assurance--to improve teaching quality in schools, negotiating optimum pathways to quality outcomes is no easy task in a country with an education system and population as diverse as Australia. This paper considers some of the practical and institutional issues confronting teacher education providers as they come to terms with new regulatory environments that require external accreditation of teacher education to meet varying state and national policy agendas. Specifically, it focuses on issues engaging a small and regional teacher education provider, Charles Darwin University as it negotiates developing registration and accreditation requirements. It also flags the need to improve teacher quality through acknowledgement of advanced practice in teaching and expert performance in delivering teacher education.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia