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Professional accreditation of initial teacher education programmes: Teacher educators' strategies—Between ‘accountability’ and ‘professional responsibility’?
ARTICLE

, Department of Education, Norway ; , School of Education, Ireland

TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

National audit systems have emerged to assure their publics about the quality of pre-service programmes. This paper investigates and critically discusses accounts from interviews with four Irish teacher educators on their experiences with a professional accreditation process through the multi-focal lens of professional responsibility, accountability, survival and coping strategies. Evidence indicates that key actors' navigations between the logic of accountability and responsibility enables them to construct multiple performance scripts of teacher education programmes. We conclude that creative coping through the construction of multiple performance scripts are a vital element of promoting and sustaining professional responsibility among teacher educators.

Citation

Solbrekke, T.D. & Sugrue, C. (2014). Professional accreditation of initial teacher education programmes: Teacher educators' strategies—Between ‘accountability’ and ‘professional responsibility’?. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 11-20. Elsevier Ltd. Retrieved July 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.015

Keywords