As long as there have been teachers, there has been an expectation that they be of good character and model virtue. The author describes developments in the thought about teacher dispositions and identifies specific shortcomings in the effort to define and assess them as part of teacher education program accreditation. Virtue ethics as an…

Given the strong influence of teachers educators' pedagogical modeling on new teachers' capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher…

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from…

This article presents responses from four College of Education deans to a series of questions posed by the Penn State University "Journal of Teacher Education" (JTE) editorial team.

Drawing on insights from literary critic and theorist Kenneth Burke, this rhetorical analysis of "Preparing Teachers" (2010), a publication of the National Research Council, reveals then critiques' key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher…

The National Council for Accreditation of Teacher Education (NCATE) celebrated its 50th anniversary in 2004. In those 50 years, NCATE has become a learning community, growing and evolving as the knowledge base in teaching and learning has evolved. NCATE starts its second 50 years with a record 690 institutions in its system as accredited…

As of September 2003, there are officially two recognized accreditors for teacher education programs in the United States, each with a distinctly different approach to accreditation. The Teacher Education Accreditation Council (TEAC), the more recently developed accreditor, has been criticized for promoting "accreditation shopping,"…

NCATE accreditation does not foster the transfer of teacher licensing from one state to another. Graduates of institutions in states without reciprocity agreements are not denied licensing in other states solely on the basis of the lack of NCATE accreditation of their preparing institution. (MT)

Articles and documents in the ERIC system that deal with evaluation of teacher education programs are listed in this bibliography. The focus is mainly on who is setting the standards for accreditation, what these standards are, how effective they have been, and how current evaluation systems can be improved. (JD)

A new system of reviewing accreditation for teacher education institutions is described; the means by which the current ten-year cycle for evaluation may be reduced to a seven-year cycle are outlined. (JD)

As NCATE progresses toward streamlining and improving the accreditation process, use of the rating scales seems imperative in maximizing the effectiveness of visiting team reports, and for further quantitative investigation of standards. (JD)

A sample group of abstracts on documents produced by ERIC on the subject of accreditation. (JD)

Chicago State's school-university cooperative program meets the requirements for accreditation and establishes rapport between teacher preparation institutions and actual schools. (LH)