Accreditation of teacher education programs is increasingly embraced internationally and is being modeled after the American experience, despite criticisms from some in the field of teacher education in the United States.
This book examines the transformation of accreditation and the interest and perception of nations and regions choosing to use the model in their own culture, including the Middle East and Gulf Region, South America, and the United Kingdom.
Its distinctive edge is the juxtaposition of three sectors: quality assurance/accreditation, teacher preparation, and global/international experiences.
The authors address how the adoption of a universal requirement for accreditation embraces a particular view of what teacher quality means.
The emphasis on the development of teacher preparation in concert with accreditation is of academic interest to scholars in the United States and abroad.
The experiences and voices of teacher educators as international colleagues in a global climate of accountability brings a fresh perspective on shared challenges.