Teacher Registration and Accreditation of Teacher Education Programs: Crucial Issues for the Profession and Australia.

Autor/inn/en	Deer, Christine E.; und weitere
Titel	Teacher Registration and Accreditation of Teacher Education Programs: Crucial Issues for the Profession and Australia.
Quelle	(1995), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accreditation (Institutions); Educational Policy; Elementary Secondary Education; Faculty Mobility; Foreign Countries; Higher Education; Politics of Education; Standards; Teacher Certification; Teacher Education Programs; Teacher Qualifications; Australia; Canada; New Zealand; United Kingdom (England); United Kingdom (Scotland); United States + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Politics of education; Bildungspolitik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Standard; Lehrqualifikation; Australien; Kanada; Neuseeland; USA
Abstract	Australia is a country of fewer than 18 million people and yet, unlike some overseas systems serving larger populations, there are no nationwide teacher registration standards for those preparing to teach in government or nongovernment schools. Each school system supports its own bureaucracy for teacher employment. In the case of employment in government schools, each state or territory is responsible for setting its own minimum qualifications for employment. The qualifications established by each school system, or individual school in the case of some nongovernment schools, may be waived in times of teacher shortage or convenience. These procedures make teacher mobility between states and territories almost impossible for Australian qualified teachers. It is ironic that teachers who qualified overseas must have their qualifications recognized by a national organization to teach in Australia. Similarly, there is no Australia-wide accreditation of teacher education courses which would provide a measure of quality control for an often skeptical public. Finally, there are no standards for the registration of teacher educators. This paper addresses these issues drawing on the recent experience of several overseas countries including Canada, England, New Zealand, Scotland, and the United States of America. (Contains 31 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC