A Comparative Review of National and International Practices in Teacher Education Accreditation
Bibliographic Data
| ID | 22239083 |
|---|---|
| Authors | Cusrow J Dubash, Muhammad Arshad (0000-0002-9046-4030, University of Calgary), Muhammad Adil Arshad, Ammar Husnain Khan (0000-0001-8262-9096, Forman Christian College) |
| Year | 2020 |
| Volume | 2 |
| Issue | 5 |
| Pages | 438-445 |
| Publication date | 2020-10-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | South Asian Research Journal of Humanities and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2664-4002 • E-ISSN: 2664-6714 |
| Publisher | SASPR Edu International Pvt. Ltd (PUBLISHER) |
| DOI | 10.36346/sarjhss.2020.v02i05.013 |
| OpenAlex | W3120640419 |
| Language | EN |
| References cited | 1 |
In recent years, there has been a pressing need for high-quality teachers in schools. Therefore, greater attention must be paid to all those factors that ensure the highest quality of teacher preparation. Teachers have a critical role to play in our skill-based and technologically enhanced economy where academic underperformers are perceived to be left behind. There is a growing understanding that the surest path to better schools is better teachers, yet when we look around, we find that ensuring high teaching quality is a global challenge. The main goal of Accreditation is to verify that all students are competent teachers and capable. This comparative study reviews the teacher education accreditation processes of four different countries (Scotland, USA, Australia, and Pakistan) and identifies the strengths and weaknesses of each model in their respective contexts
Accreditation · Mathematics education · Medical education · Pedagogy · Political science · Sociology · Competency Development and Evaluation · Higher Education Learning Practices · Medicine · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |