More Than Hoop Jumping: Making Accreditation Matter

  • Mary D. Burbank University of Utah
  • Melissa M. Goldsmith University of Utah
  • Alisa Bates Concordia University
Keywords: teacher research, teacher education, accreditation, self-study, self-reflection

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
BurbankM. D., GoldsmithM. M., & BatesA. (2015). More Than Hoop Jumping: Making Accreditation Matter. LEARNing Landscapes, 8(2), 59-75. https://doi.org/10.36510/learnland.v8i2.696