The Role of Accreditation Reform in Teacher Education

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Abstract
There has been an undeniable erosion of the value and status of academic degrees in teacher education. The erosion has not been stemmed by traditional accreditation mechanisms that are based on mere consensus standard setting. It is argued that a new system of teacher education accreditation, based on evidence of student learning, valid assessment of student learning, and continuous program improvement based on evidence, is more likely to stem the erosion than the current approach.

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