In 1987 NCATE Standards were redesigned. AACTE President Eugene E. Eubanks, (1988), said its Foreword, “The challenges posed by new accreditation standards in teacher education are quite different from those of other professions. Rather than defining minimums that constitute accepted or acceptable norms of practice, standards of the National Council for Accreditation of Teacher Education(NCATE) require that the individual unit exercise a first responsibility by describing its perspective on excellence in professional practice. In so doing, the unit must defend the rationale, process, and outcomes associated with its own approach. One of the results is an impetus for institutions to address 'state of the art' conceptions of professional excellence, a focus particularly evident in standards on the knowledge base. Another and equally significant consequence of this approach is a challenge for the unit to address the standards through a continuing process of deliberation among its faculty.” I would like to conclude this paper with Eugene E. Eubanks' foreword.
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