A Research On The Accreditation Of Teacher Educational Institutions In China In The Open System Of Teacher Education

In our country the teacher educational system has always been self-contained and directive. As the process of reform of teacher education becomes advanced, this mode can't meet with the need of development any more. Many countries began to choose the open system of teacher education. The shift from self-containment to openness in teacher education is not only the result of international reference, but the impersonal requirement of reform for high-quality teacher education in China.In this context, we have to face the fact that comprehensive universities can undertake teacher education without the need to change any educational sectors; besides, teachers colleges are not as enthusiastic for teacher education as before. The situation makes the teacher education in China face more and more doubt and challenge. It has become an important and urgent matter to set up the accreditation system of teacher educational institutions in China to benefit from developed countries' experience.The research chooses two accreditation organizations of teacher educational institutions in America-NCATE and TEAC as reference bodies. The operation mechanisms of the two organizations respectively represent two different thinking in the accreditation domain of America, so they are representative and of high value for the research. Through literature analysis and comparison, this research uncovers the types of accreditation institutions and the purpose, functions, characteristics of accreditation system of teacher educational institutions in America. To probe this system, the research focuses on the analysis about NCATE and TEAC. Based on 'drawing useful lessons from other countries' value orientation, combined with our country's system foundation, this research tries to make the accreditation system localized in China to some degree, and then put forth a basic framework of accreditation system of teacher educational institutions in China.The research is composed of four chapters. The first chapter aims to clarify the origin of the topic, the object, value, method of research; the research progress of the accreditation system of teacher educational institutions in the academic community both in America and China is then generalized; the week links and relative problems of this research are also mentioned. The obstruction, research rubs and the innovation may be achieved are explained. The second chapter arranges the concept, purpose, functions, and characteristics of the accreditation system of teacher educational institutions in America and the types of the accreditation organizations as well. On this basis, two different thinking of NCATE and TEAC is generalized. The challenges facing the accreditation system are clarified at last. The third chapter mainly introduces the motive force and foundation in reality of building the accreditation system of teacher educational institutions in China, and the main constraint conditions lie in the loss of subject and obscurity of object. The fourth chapter puts forth two basic ideas: a kind of semi-official intermediary organization can act as the subject of the system; 'universitisation of teacher education' should be deepened so as to make the object of the system clear, including to build up the accreditation system of teacher educational institutions in broad outline.A basic conclusion of this research is that: it is an inexorable requirement for constructing the open teacher education system in China to build the accreditation of teacher educational institutions; it is a feasible choice to establish a new kind of semi-official intermediary organization as the subject of the system; it is the necessary preparation to deepen the universitisation of teacher education and the scientific and strict accreditation standards are the keys to the system.