الفهرس 
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 16 |  |  |
| | | from | 16 | | |
المستخلص
Introduction
The increase of global interest in the accreditation of teacher preparation
institutions in recent times is the strategic option to improve the quality of teacher preparation. There were several successful experiences in countries like Canada and Romania related to the accreditation of the institutions of teacher preparation, in order to ensure its quality.
The study problem:
Problem of the study emerged from the extrapolation of the most important
results of previous studies and conferences made by the recommendations,
which confirmed the shortcomings of the following: -
- The general low cultural level of the graduates of the faculties of education
and their poor analytical capabilities, lack of innovation and the decrease of
their technical competencies of the graduates.
- The low financial resources of the faculties of education.
- The Ministry of Education refused to recognize the importance of the Faculties of Education and its mission, as the ministry has made the profession useless, when it appointed graduates for teaching other than the graduates of the faculty of education leaving them to unemployment.
- The gap between the theoretical frameworks provided by the faculties of
education to its students and real practices of teaching and education. In
addition to the fact that the evaluation of the students in the faculties of education depends on the written examinations in their respective
specializations.
We conclude from the above that there is an urgent need to resolve these problems through the accreditation of the institutions of teacher preparation,
taking into consideration that the accreditation is the only strategic option to improve the performance of these institutions and ensure the quality of its graduates and that requires the study of the accreditation of the institutions of teacher preparation in some developed countries in this field.
Accordingly, the study seeks to answer the main question as follows:
• How can the development of an accreditation system of teacher preparation institutions in Egypt in light of the benefit from the experience of Canada and Romania?
This main question is divided into the following sub-questions:
1. What theoretical frameworks for the accreditation systems of teacher
preparation institutions ?
2. What is the reality of the accreditation systems of the institutions of teacher preparation in Egypt in the light of the cultural forces and factors affecting them?
3. What is the reality of the accreditation systems of the institutions of teacher preparation in Canada in the light of the cultural forces and factors affecting them?
4. What is the reality of the accreditation systems of the institutions of teacher preparation in Romania in the light of the cultural forces and factors affecting them?
5. What is the comparative analysis of the accreditation systems of the
institutions of teacher preparation and draw benefit to Egypt?
6. What is the Conceived proposal for the development of an accreditation system of teacher preparation institutions in Egypt in the light of experiences of both Canada and Romania?
Study objectives:
The aims of the current study are:
• identifying the theoretical basis associated with the accreditation
systems of the teacher preparation institutions.
• identifying the reality of the systems of accreditation of teacher
preparation institutions in Canada in light of the cultural forces and
factors influencing them.
• identifying the reality of the systems of accreditation of teacher
preparation institutions in Romania in light of the cultural forces and factors influencing them.
• Identifying the reality of the Egyptian efforts in the accreditation of the institutions of teacher preparation through the National Authority of Quality Assurance and Accreditation in the light of the forces and cultural factors influencing them.
• proposing an accreditation system for teacher preparation institutions in
Egypt in accordance with the reality of university education.
The importance of study
Crystallize the importance of this study in the conceptualization proposal to develop a system of accreditation of teacher preparation institutions in Egypt, according to my experience, Canada and Romania According to some
stakeholders, such as :
• The development of an accreditation system for teacher preparation institutions in accordance with the educational innovations.
• The Board of Directors of the National Authority of Quality Assurance
and Accreditation.
• Decision-makers and those interested in the educational policy in Egypt,
especially that of the university education.
• Officials interested in university education, especially teacher preparation institutions.
• Students and studyers in various study and study centers.
The Limitations of the study: -
The current study is limited to the study of the institutional accreditation of higher education, especially teacher preparation institutions (Faculties of Education). The comparative study is between the countries of Canada and Romania.
Study Methodology:
The current study uses the comparative method to identify accreditation
systems of the institutions of teacher preparation in the countries of comparison as well as the systems analysis approach to identify the inputs, processes and outputs of the system of accreditation.
The procedures of the study:
In light of the above, the study will proceed according to the following steps:
First step: Determination of the general framework of study Second Step: Determine the theoretical frameworks for accreditation systems institutions of teacher preparation as part of the accreditation systems university in terms of the concept of accreditation and philosophy, the advantages of accreditation and its properties, and functions of credit, and types, input systems, the adoption of higher education institutions and teacher
preparation in terms of the objectives of the Accreditation and principles and
those responsible for accreditation and organized , as well as standards, and the accreditation system operations in terms of accreditation procedures, steps and stages, following the presentation of the output system of accreditation of teacher preparation institutions to complement the theoretical frameworks for the study.
Third step: a descriptive and analytical study of the accreditation systems of the institutions of teacher preparation in Egypt in the light of the cultural forces and factors influencing them.
Fourth step: a descriptive and analytical study of the accreditation systems of the institutions of teacher preparation in Canada in the light of the cultural forces and factors influencing them.
Fifth Step: a descriptive and analytical study of the accreditation systems of the institutions of teacher preparation in Romania in the light of the cultural forces and factors influencing them.
Sixth Step: a comparative analysis to identify the similarities and differences in the accreditation systems of the institutions of teacher preparation in Egypt, Canada and Romania.
Seven step : proposing a system to develop accreditation systems of teacher
preparation institutions in Egypt in accordance with the reality of Egyptian
university education.