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, and collaboration. 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.
Burbank, M. D., Goldsmith, M. M., & Bates, A. J. (2014, April). More than hoop jumping: Making accreditation matter. Paper presented at the 2014 annual conference of the American Educational Research Association, Philadelphia.
CU Commons Citation
Burbank, Mary D.; Goldsmith, Melissa M.; and Bates, Alisa, "More than Hoop Jumping: Making Accreditation Matter" (2014). Education Faculty Research. 16.