You might be interested in the historical meaning of this term. Search Accredited in Historical Law in the Encyclopedia of Law. When referring to an educational institution, the term means that an organization authorized to do so has officially stated that the institution has met certain criteria required by law for the legal and valid achievement of certain objectives. For example, a law school generally must be accredited by the American Bar Association before its graduates are eligible to be admitted to the bar. However, in some cases, accreditation does not confer any rights other than to claim and promote such accreditation, such as a law school accredited by the Association of American Law Schools. The objective of accreditation is to ensure that the training offered by universities reaches an acceptable level of quality. Accreditation bodies, which are private educational associations of regional or national scope, develop evaluation criteria and conduct peer reviews to assess whether or not these criteria are met. Institutions and programs that request an organization`s assessment and meet an organization`s criteria are then accredited by that organization. The U.S. Department of Education does not accredit educational institutions and programs. However, the Minister of Education is required by law to publish a list of nationally recognized accreditation bodies that he considers to be reliable authorities with regard to the quality of education or training offered by higher education institutions and the higher education programs accredited by them.

The definition of Accredited in U.S. law, as defined by lexicographer Arthur Leff in his legal dictionary, is as follows: In India, the National Council of Teacher Education (NCTE) has published the “National Curricular Framework for Teacher Education, 2010” (NCFTE), which aims to address many of the ills of teacher education in India. It calls for the preparation of a “human and thoughtful practitioner” and the promotion of the teacher`s capacity for action and autonomy, who can meaningfully interpret the curriculum according to the contextual needs of the learners, rather than focusing solely on “textbook teaching”. Feedback on teacher performance is an integral part of many public and private educational processes, but takes many different forms. The “no-fault” approach is considered satisfactory by some, as vulnerabilities are carefully identified, assessed, and then addressed through the provision of in-house or school education. However, these can be considered beneficial to the institution and do not necessarily meet the CPD needs of the individual because they do not have the pedagogical gravity. In many countries, initial teacher training (also known as teacher training) takes place largely or exclusively in universities. In countries such as Sri Lanka, there are separate institutes called National Colleges of Education to provide initial teacher training, while teacher training colleges offer in-service teacher education. Other institutes, known as teacher centres, offer in-service training for teachers. It can be organized according to two basic models. However, the importance of the quality of this profession for the quality of teaching and learning has been highlighted by international bodies such as the OECD and the European Commission. [52] Teacher education (TE) or teacher training refers to policies, procedures and offers aimed at equipping (potential) teachers with the knowledge, attitudes, behaviours and skills they need to effectively carry out their responsibilities in the classroom, at school and in the community at large.

Professionals involved in the training of future teachers are called teacher trainers (or, in some contexts, teacher trainers). Some authors have therefore identified a need for more research on “what teachers need to know about teachers themselves” and the institutional support needed to “meet the complex demands of teacher preparation in the 21st century.” [53] ON ACCREDITATION, international law. Act by which a diplomatic agent is recognized by the Government to which he is sent. This immediately makes known its public character and becomes for its protection. Search Accredited in the American Encyclopedia of Law, the Asian Encyclopedia of Law, the European Encyclopedia of Law, the UK Encyclopedia of Law or the Latin American and Spanish Encyclopedia of Law. In most countries, teachers` salaries are not linked to the perceived quality of their work. However, some have systems in place to identify the best “performing” teachers and increase their pay accordingly. Elsewhere, teacher performance assessments may be carried out to identify teachers` needs for further education or training or, in extreme cases, to identify teachers who need to leave the profession. In some countries, teachers must regularly reapply for a teaching permit and prove that they still have the necessary skills.

But there are still countries (for example: Sri Lanka) where teaching cannot be considered a profession because teachers do not get a license to teach. Teaching involves the use of a broad knowledge of the subject matter being taught and a thorough knowledge of the most effective ways of teaching this subject to different types of learners. Teachers must therefore take on a complex set of tasks every minute. Many teachers experience their first years in the profession as stressful. The proportion of teachers who do not enter the profession after completing their initial training or who leave the profession after their first teaching activity is high. [16] In the alternative “simultaneous” model, a student simultaneously studies one or more academic subjects and the way that subject is taught, resulting in a combined bachelor`s degree and teaching qualification to qualify as a teacher of that subject. But the key duality of identity, which is at the heart of the profession of teacher trainer, is that of first- and second-rate teaching. A teacher trainer must be a highly competent “first-class educator” (i.e., a good teacher), but also a qualified “second-class educator” (i.e., a good teacher) (i.e., a good teacher). able to effectively teach the ability to teach and facilitate the acquisition of pedagogical skills for others). As first-rate educators, they must be competent teachers (of “adult” students). As second-rate educators, they also need specific skills and dispositions, such as modeling and meta-reflection, that allow them to teach teaching.

[35] Not all cultures have a concept that corresponds exactly to the English term “teacher educator”. [32] Even where the concept exists, the range of roles covered by the term varies considerably from country to country. [33] In some traditions, the term “teacher trainer” may be used instead of “teacher trainer.” .