Getting in Step: Accountability, accreditation and the standardization of teacher education in the United States

Abstract

The background to the 'standards movement' in education in the United States is explained. It is argued that it has had a negative impact on teacher education and teacher education accreditation. An illustrative example is provided from a recent accreditation review of the application of an overly narrow understanding of standards and of legitimate evidence, and a possible alternative and more responsive and responsible view of assessment is suggested. The value of standards as guidelines for improving practice in teacher education is not questioned. Rather we aim to cast light upon what we see as their troubling reduction to templates under the often unrecognized influence of market assumptions about teaching and learning.