Abstract
Can the quality of a teacher's prepara tion be influenced constructively by such devices as certification and accreditation? Mr. Haskew, Dean of the College of Edu cation, University of Texas, focuses upon this question an unusually rich personal experience in teacher education. Former ly the Executive Secretary of the Commit tee on Teacher Education of the American Council on Education, he has directed or served as consultant for numerous teacher- education studies. This article illuminates the many weaknesses of mechanical-type quality controls, but ways are suggested for achieving much greater value from such controls.
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