Internationalization and CAEP accreditation: replicating US teacher education programs abroad

ABSTRACT

The Internationalization of Higher Education has led to uneasiness among non-US universities about their international reputation, ranking, and local legitimacy generating a growing interest in US accreditation. Specifically, non-US Colleges of Education pursue accreditation through the Council for the Accreditation of Educator Preparation (CAEP) to validate program quality, obtain positive recognition, and gain perceived benefits. This essay contends that under the facades of internationalization and quality assurance, CAEP uses four approaches to internationalization to replicate US teacher education programs outside US borders. The process legitimizes particular educational practices while simultaneously delegitimizing and rejecting local practices establishing teacher education programs that look and perform similar to US programs designed for an American setting. Discussion is provided that advances the conversation about IHE and accreditation including the unique consequences that emerge for non-US teacher education programs and the indigenous people and culture.

KEYWORDS:

• Internationalization
• accreditation
• teacher education
• best practices
• CAEP
• non-US programs

Acknowledgments

Open Access funding provided by the Qatar National Library.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. CAEP is the result of the 2016 blending of the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) enabling CAEP to be the only accrediting body for teacher preparation programs.

Additional information

Notes on contributors

Michael H. Romanowski

Michael H. Romanowski is a professor in the Educational Research Center in the College of Education at Qatar University, Doha, Qatar. His research centers on educational reform and accreditation and higher education.