The Research On The Council For The Accreditation Of Educator Preparation

The United States attached great importance to the quality of teacher preparation and raised teacher preparation reform policies in different periods to realize the improvement of teacher preparation quality. But, the research has revealed that American students' global competitiveness can not compare with other industrialized countries. It reflects the teacher preparation quality cannot promote the development of students indirectly. In order to change this situation, America has carried on the education reform, including the reform of teacher preparation accreditation. America want to transform the accreditation to improve the quality of teacher education, thus achieve the purpose of promote the development of students.This paper states the history of teacher preparation accreditation in America, introduces the establishing background of CAEP, the accreditation standards of CAEP and accreditation process of CAEP. Then compares the CAEP with NCATE and TEAC, thus find that the main characteristic of CAEP accreditation standards are:pay attention to the docking with other related standards, concentrate on the center status of clinical practice, improve the quality of students of the teacher preparation gradually, maintain the evidence-based quality assurance system. The accreditation process have flexibility and selectivity, have transparency, emphasis on formative feedback. In the end, this paper combined with the disputes of CAEP and the teacher preparation accreditation in China, and put forward the enlightenment, including establish a social intermediary accreditation body, build a variety of accreditation standards, establish a transparent accreditation process, measure the high quality evidence.