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dc.contributor.authorGrossman, G. M.en_US
dc.contributor.authorSands, M.en_US
dc.contributor.authorBrittingham, B.en_US
dc.date.accessioned2015-07-28T11:59:06Z
dc.date.available2015-07-28T11:59:06Z
dc.date.issued2010-01en_US
dc.identifier.issn0738-0593
dc.identifier.urihttp://hdl.handle.net/11693/11861
dc.description.abstractTurkey’s experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a ‘quality culture’ in the faculties of education. The paper discusses what took place and analyses the later response of teacher educators to the introduction of accreditation criteria and the way in which they were introduced. Educators largely welcomed national standards and accreditation, but wished to have flexible means of implementation.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Educational Developmenten_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/j.ijedudev.2009.08.003en_US
dc.subjectTeacher educationen_US
dc.subjectAccreditationen_US
dc.subjectEducational reformen_US
dc.titleTeacher education accreditation in Turkey: the creation of a culture of qualityen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage102en_US
dc.citation.epage109en_US
dc.citation.volumeNumber30en_US
dc.citation.issueNumber1en_US
dc.identifier.doi10.1016/j.ijedudev.2009.08.003en_US
dc.publisherElsevieren_US


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