Chapter 12 Does national accreditation foster teacher professionalism?

Abstract

This chapter examines the University of Southern Maine's experience seeking national accreditation through the Teacher Education Accreditation Council (TEAC). We share positive benefits from the process as well as the opportunity costs that come with the large commitment of time, energy, and resources to a national accreditation process. In conclusion, we discuss what there is to learn from our case that can shed light on the issue of how the accreditation process contributes to or detracts from developing a professionalized teacher corps through colleges of education.

Citation

Jones, K. and Fallona, C. (2010), "Chapter 12 Does national accreditation foster teacher professionalism?", Erickson, L.B. and Wentworth, N. (Ed.) Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation (Advances in Research on Teaching, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 199-211. https://doi.org/10.1108/S1479-3687(2010)0000012015