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date: 26 September 2022

World Scenario of Regulatory Bodies of Teacher Education Programslocked

World Scenario of Regulatory Bodies of Teacher Education Programslocked

  • Bhujendra Nath Panda, Bhujendra Nath PandaRegional Institute of Education, Bhubaneswar
  • Laxmidhar BeheraLaxmidhar BeheraNational Council of Educational Research and Training
  •  and Tapan Kumar BasantiaTapan Kumar BasantiaCentral University of South Bihar

Summary

The regulation of teacher education is important to promote quality educator preparation across the world, and many countries have regulatory bodies in the attempt to ensure this. Yet, the quality of teacher education in many corners of the globe is falling. Lack of maintenance and deterioration of professional standards are found in various programs and policies, for example, in access or admission policies, appointment of personnel, infrastructure maintenance, and modes or styles of delivering pedagogical skills, among others. Teacher education programs around the world are not governed by a single system. There are various modes though which teacher education is offered, such as departments of education in universities or institutions, independent teacher education universities or institutions, and the like. Regulatory bodies regarding teacher education, which originated after the middle of the 20th century, mainly perform these prime functions: provide recognition or affiliation to the teacher education institutions based on certain criteria; set standards for the infrastructure of the institutions for running the programs; define or regulate the curricula of the programs; and formulate guidelines for the award of certificates, diplomas, and degrees. The nature and functions of regulatory bodies vary from country to country, keeping in mind the contextual demand of teacher education in the respective countries. Teacher education regulatory bodies are more visible in federal or decentralized countries because of the diverse features and complex nature of their teacher education systems. A regulatory body becomes dysfunctional when it deviates from its main concerns and objectives; for example, it is observed in some cases a regulatory body of teacher education performs accreditation-related functions, whereas in other cases the accreditation body of education performs the regulatory function of teacher education. Yet, the regulatory bodies of teacher education should work according to the mandates and objectives entrusted to them. When a regulatory body of teacher education system is free from impediments that affect it and works with zeal to achieve its mandates, it can effectively increase the quality of the teacher education system. The stakeholders of a teacher education system feel better about the system when its regulatory body is transparent, constructive, and trustworthy.

Subjects

  • Globalization, Economics, and Education

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