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.

摘要

高等教育的国际化导致非美国大学对其国际声誉、排名和当地合法性感到不安，从而对美国认证产生了越来越大的兴趣。具体而言，非美国教育学院通过教育者准备认证委员会 (CAEP) 寻求认证，以验证课程质量、获得积极认可并获得感知收益。本文认为，在国际化和质量保证的表象下，CAEP 使用四种国际化方法将美国教师教育计划复制到美国境外。该过程使特定的教育实践合法化，同时使当地的实践失去合法性，并拒绝建立看起来和执行类似于为美国环境设计的美国计划的教师教育计划。提供的讨论促进了有关 IHE 和认证的对话，包括对非美国教师教育计划和土著人民和文化产生的独特后果。