Education Commons^™

Practitioner Experiences In Teacher Education Partnerships: Examining Practice In An Accredited Professional Development School, Jennifer J. Roth, Derek Decker, Donna D. Cooner

Journal of Practitioner Research

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as …

Karen Symms Gallagher: Caep Chair Shares Insight Into Teacher Preparation, Accreditation, Lori Goodson

Educational Considerations

At the heart of teacher preparation, changes are taking place—a push for continued high standards and an effort to determine the impact various programs are having on P-12 student learning. Leading the way is the Council for the Accreditation of Educator Preparation (CAEP), which emerged in 2010 from education leaders’ desire for a next generation of accreditation model to improve the preparation of teachers for America’s schools.

In this challenging environment, Karen Symms Gallagher, the Emery Stoops and Joyce King Stoops Dean of the University of Southern California (USC) Rossier School of Education shares her insight as the recently selected …

Navigating The Waters Of Accreditation: Best Practices, Challenges, And Lessons Learned From One Institution, Tracey Covington Hasbun, Amanda M. Rudolph

Faculty Publications

In higher education, as many as 50% of educator preparation programs (EPPs) look to a national accreditation agency as one way to provide evidence of the rigor and quality of their programs. Although a large number of EPPs find value in the self-study and external review that come with the national accreditation process, the process itself can be daunting and time-consuming. Many look to the literature or to the accreditation experiences provided by other institutions as a means to assist their own accreditation journey. The purpose of this article is to discuss one regional, comprehensive EPP’s experiences with national accreditation, …

An Analysis Of Teacher Education Context, Structure, And Quality- Assurance Arrangements In Teds-M Countries : Findings From The Iea Teacher Education And Development Study In Mathematics (Teds-M), Lawrence Ingvarson, John Schwille, Sharon Senk, Glenn Rowley, Ray Peck, Maria Tatto

Ray Peck

The present report is a companion report to the TEDS-M publication Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) written by Tatto et al., (2012). That report presented findings about the nature and content of teacher education programs in the 17 participating countries, as well as the mathematical knowledge and pedagogical knowledge of graduates from those programs. The present report focuses on reporting data gathered at the national level and placing those findings in context. When interpreting the findings presented in the aforementioned …