Current accreditation practices require that teacher education
institutions in the United States not only create programs that
enact research-based best practices but that they also document
their existence and efficacy in preparing teachers. "Tensions in
Teacher Preparation: Accountability, Assessment, and Accreditation"
addresses the challenges of meeting national accreditation
requirements, including designing assessment instruments and making
data-driven decisions. The process of establishing and implementing
accountability creates tensions in faculty and institutions.
Faculty must give up valued content and instructional styles in
order to align course objectives and assessment instruments across
the program. Institutions with multiple licensure programs must
make adjustments in order to share data collection instruments and
processes that will support data-driven decisions. The paradigm
shifts required by the emphasis on accountability can be both
frustrating and productive. This book explores and shares tensions
created as teacher education programs experience changes because of
accountability requirements related to the accreditation process.
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