California Teacher Education Program Accreditation Study

Teacher education accreditation is an important way to ensure quality education.Internationally,the experience of the United States,UK,Australia and other countries has proved the important value of professional teacher education accreditation.The relevant accreditation experience of these countries also provides a reference for the professional teacher education accreditation in China.Based on this,this study chooses California TPP accreditation as the research object,analyzes the historical context,accreditation institution,accreditation standard,accreditation procedure and characteristics of California teacher education accreditation through comparative method,literature method and other research methods,so as to explore the experience and existing problems of California teacher education accreditation,and to carry out the normal professional accreditation in China provide experience for reference.This study ’s first part is the introduction,mainly including the origin,significance,concept definition,research status,research methods and innovation.The second part is the historical development process of teacher education program accreditation in California.The third part presents the current accreditation system in California,including accreditation system conceptual,relevant accreditation institution,etc.The fourth part describes the accreditation standard,procedure of California teacher education program,and its basic characteristics.The fifth part is about the achievements and problems of California teacher education program accreditation,and the experience of the teacher education program accreditation in California.Through the research on the teacher education program accreditation in California,the main achievements,problems and lessons for our country are as follows:(i)the main achievements are:achieving the goal of being responsible for the public and accreditation activities;the new accreditation system guarantees the quality of the program;promoting the continuous improvement of the accreditation activities.(ii)problems: inadequate measurement of program performance,inadequate requirements for project reporting,and insufficient opportunities for field teaching practice.(iii)the strategies for optimizing teacher education programs accreditation in China include: perfecting the evidence system and publicizing the accreditation process;To gradually cultivate non-governmental intermediary institutions for the professional teacher education programs accreditation;Improve the pertinence,clarity and operability of accreditation standards;Establish the expert selection mechanism and improve teacher education programs accreditation.