| The purpose of this study was to field test a set of accreditation standards and criteria for teacher education institutions in Taiwan based on the model used by the National Council for Accreditation of Teacher Education (NCATE) in the United States.;A total of 36 administrators from 12 teacher colleges and normal universities were surveyed to obtain information concerning the evaluation standards and criteria.;The questionnaire listed NCATE standards and criteria which consist of five categories: Knowledge Base for Professional Education, Relationship to the World of Practice, Students, Faculty, and Governance and Resources. There are 18 performance standards: I.A: Design of Curriculum, I.B: Delivery of the Curriculum, I.C: Content of the Curriculum - General Education, I.D: Content of the Curriculum - Specialty Studies, I.E: Content of the Curriculum - Professional Studies, II.A: Clinical and Field-Based Experiences, II.B: Relationships with Graduates, II.C: Relationships with Schools, III.A: Admission, III.B: Monitoring Progress, III.C: Advisory Services, III.D: Completion of Program, IV.A: Faculty Qualifications and Assignments, IV.B: Faculty Load, IV.C: Faculty Development, IV.D: Faculty Evaluation, V.A: Governance and V.B: Resources.;This study indicated that administrators recommended the majority of standards and criteria published by NCATE. Of the 18 standards, the standards on Admission were not recommended by administrators due to different admission policies set by the government in Taiwan.;There was general administrative agreement on the need to evaluate faculty. Narrative responses to Faculty Evaluation showed that student evaluation as a means of evaluating teaching was not acceptable to most administrators due to cultural differences.;The issue of Governance was not a concern to the respondents because teacher colleges and normal universities function as independent institutions in Taiwan. |
