More Than Hoop Jumping: Making Accreditation Matter

  • Mary D. Burbank University of Utah
  • Melissa M. Goldsmith University of Utah
  • Alisa Bates Concordia University

Abstract

This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, collaboration, reflection, and awareness of accreditation discussions. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work.

Published
2015-08-02
How to Cite
BURBANK, Mary D.; GOLDSMITH, Melissa M.; BATES, Alisa. More Than Hoop Jumping: Making Accreditation Matter. LEARNing Landscapes, [S.l.], v. 8, n. 2, p. 59-75, aug. 2015. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/More-Than-Hoop-Jumping-Making-Accreditation-Matter>. Date accessed: 24 apr. 2018.