An accountabilityimplementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacherperformance were recommended to further enforce its strategies toward program accountability.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:To meet the demand for accountability, a teacher education program in a university located in South Chinahas established processes at the college, the program, and the faculty levels to assure its program quality.Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness.Although much has been done to help program candidates succeed, more effort is needed in the areas ofprogram assessment and continuous improvement to assure program quality.
📊
Key Findings & Data:To meet the demand for accountability, a teacher education program in a university located in South Chinahas established processes at the college, the program, and the faculty levels to assure its program quality.Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness.Although much has been done to help program candidates succeed, more effort is needed in the areas ofprogram assessment and continuous improvement to assure program quality.
💡
Conclusion & Impact:An accountabilityimplementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacherperformance were recommended to further enforce its strategies toward program accountability.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
To meet the demand for accountability, a teacher education program in a university located in South Chinahas established processes at the college, the program, and the faculty levels to assure its program quality.Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness.Although much has been done to help program candidates succeed, more effort is needed in the areas ofprogram assessment and continuous improvement to assure program quality. An accountabilityimplementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacherperformance were recommended to further enforce its strategies toward program accountability.
🔖
Cite This Article
HAN, T. C. (2022). Meeting the demand for accountability:Case study of a teacher education program in China. İnönü Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 10 - Sayı: 3, 13–24. https://ajindex.com/articles/547635
Ackley, B. C. (1991). The role of mentor teachers in Oregon’s beginning teacher support program. Unpublished doctoral dissertation, University of Oregon, Eugene, OR. Ball, C. (2000, December). The impact of societal change upon education and its quality assurance. Paper presented at the Tenth Anniversary International Conference of the Hong Kong Council for Academic Accreditation, Hong Kong. Beza, J. B. (1984). School of education faculty assessment of educational reform. Unpublished doctoral dissertation, University of North Carolina, Chapel Hill, NC. Breeding, M. J. (1998). A phenomenological study of talk sessions between a mentor and a beginning teacher and their relationship to the beginning teacher’s early understanding of teaching. Unpublished doctoral dissertation, Texas Tech University, Lubbock, TX. Bureau for Higher Education, Ministry of University Affairs, Thailand. (1998). Processes of quality assurance. Bangkok, Thailand: Author. [Available http://www.qa.mua.go.th/English/process1.html]
Chan, T. C., & Richardson, M. D. (2002). Cost efficiency: The second wave of accountability. School Business Affairs, 68(8), 4-8. (ERIC No.: EJ653645) Chan, T. C., Richardson, M. D., & Jording, C. (2001, October). Planning for Educational Accountability. Paper presented at the Annual Conference of the International Society for Educational Planning, Atlanta, Georgia. Crawford, C. M. (1998). Development of online documentation for an NCATE continuingaccreditation review and implications for quality assurance. Unpublished doctoral dissertation, University of Houston, Houston, TX. Daniel, J. (2000, December). Towards the global e-university: Quality or mediocrity?Paper presented at the Tenth Anniversary International Conference of the Hong Kong Council for Academic Accreditation, Hong Kong. Deming, W. E. (1982).Out of the crisis: Quality, productivity and competitive position. Cambridge: Cambridge University Press.
Edick, N. A. (2001). Investigating trust in the mentoring relationship: The beginning teacher’s perspective. Unpublished doctoral dissertation, University of Nebraska, Omaha, Nesbraska. Flanigan, J. L., Marion, R., & Richardson, M. D. (2000, November). Effects of the South Carolina Accountability Act on the climate of the state schools. Paper presented at the annual meeting of the Southern Regional Council of Educational Administration at Nashville, TN. Fuentelsaz, L., & Jimenez, J. (2000). Total quality management in higher education: TheSpanish experi