Quality Framework And Indicators For Accreditation Of Teacher Education: International Cases And Suggestions For Nigeria

Authors

  • Steve Nwokeocha Africa Federation of Teaching Regulatory Authorities (AFTRA), Abuja, Nigeria & Centurion, South Africa

DOI:

https://doi.org/10.14738/assrj.61.5908

Abstract

This paper focused on teacher education and quality assurance issues particularly the quality framework and indicators for accrediting teacher education. It analysed the fact that all parts of the world have not shown equal commitment to the accreditation of teacher education. Similarly, what constitute quality framework and indicators for accrediting teacher education had varied among the countries, higher education agencies and teaching regulatory authorities. For Nigeria, though the professionalisation of teaching has advanced, the professional accreditation of teacher education has not kept pace with the advancement. This study was therefore undertaken to take stock of the international best practices in accreditation of teacher education with a view to suggesting quality framework and indicators for the professional accreditation of teacher education in Nigeria.

Author Biography

Steve Nwokeocha, Africa Federation of Teaching Regulatory Authorities (AFTRA), Abuja, Nigeria & Centurion, South Africa

Executive Director

Downloads

Published

2019-01-15

How to Cite

Nwokeocha, S. (2019). Quality Framework And Indicators For Accreditation Of Teacher Education: International Cases And Suggestions For Nigeria. Advances in Social Sciences Research Journal, 6(1), 1–26. https://doi.org/10.14738/assrj.61.5908

Issue

Vol. 6 No. 1 (2019): Advances in Social Sciences Research Journal

Section

Articles

License

Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.