Students' Perception of Teacher Education Program Accreditation in China
DOI:
https://doi.org/10.65141/jessah.v2i2.n3Keywords:
Students Perception, Teachers Education Program Accreditation, support conditions, quality assurance, student developmentAbstract
China is carrying out the world's largest teacher education program accreditation project led by the Ministry of Education. While students are central stakeholders in this process, their perspectives have often been overlooked in traditional accreditation reviews. Addressing this gap, this study assessed the program compliance through student perceptions based on the three core dimensions of teacher education program accreditation framework proposed by the Chinese Ministry of Education in 2023. This study adopted a descriptive-inferential research design and statistical tools to test the research hypotheses. A researcher-made questionnaire was used to collect data from 200 students across four education majors at Zhangjiakou University, China. The results revealed that in terms of the three core dimensions, students highly rated the compliance of the majors with the teacher education program accreditation standards, but significant differences in assessments were found among students from different majors. This study confirms the value of systematically integrating student perceptions into teacher education program accreditation systems. It is recommended that future accreditation standards incorporate major-specific development indicators within the unified framework and that program administrators establish student assessment mechanisms during the self-evaluation phase. In addition, the findings of this study provide valuable insights for improving the quality of international teacher education, which is particularly relevant for countries that have implemented certification in teacher education programs.
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