Abstract

Turkey's experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a 'quality culture' in the faculties of education. The paper discusses what took place and analyses the later response of teacher educators to the introduction of accreditation criteria and the way in which they were introduced. Educators largely welcomed national standards and accreditation, but wished to have flexible means of implementation.

Original languageEnglish (US)
Pages (from-to)102-109
Number of pages8
JournalInternational Journal of Educational Development
Volume30
Issue number1
DOIs
StatePublished - Jan 1 2010

Keywords

  • Accreditation
  • Educational reform
  • Teacher education

ASJC Scopus subject areas

  • Education
  • Development
  • Sociology and Political Science

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