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Meeting the Demand for Accountability: Case Study of a Teacher Education Program in China

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Author(s): Tak Cheung CHAN

Journal: Inonu University Journal of the Faculty of Education
ISSN 1300-2899

Volume: 10;
Issue: 3;
Start page: 13;
Date: 2009;
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Keywords: Teacher education | accountability | program quality

ABSTRACT
To meet the demand for accountability, a teacher education program in a university located in South China has 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 of program assessment and continuous improvement to assure program quality. An accountability implementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacher performance were recommended to further enforce its strategies toward program accountability.
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