Chapter 5: International perspectives on accountability and accreditation: Are we asking the right questions?

Brenda L.H. Marina, Cindi Chance, Judi Repman

Research output: Contribution to journalArticle


This chapter focuses on accountability and accreditation policies and practices in teacher education in the United States, England, Wales, and China. Despite the differences between countries, issues and problems of teacher education from country to country are remarkably similar. As a profession, we must examine where we are and where we need to be to meet the needs of our global society. We can begin by defining quality teaching and the essential skills for 21st-century teachers and students. As part of a global profession, teachers and educators must not work in isolation. It will be up to the leaders in the profession to educate political and accreditation bodies by sharing models that will meet the needs of our changing world. Can we give up the nostalgic notions of education and provide assistance to education preparation professionals to move toward new rapid-change models?

Original languageEnglish (US)
Pages (from-to)69-86
Number of pages18
JournalAdvances in Research on Teaching
Publication statusPublished - Dec 1 2010


ASJC Scopus subject areas

  • Education

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