Benefits, mechanisms and challenges of international accreditation for teacher education: ASEAN academics’ perspectives

Purpose This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs...

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Bibliographic Details
Published in:	Quality assurance in education Vol. 31; no. 4; pp. 538 - 555
Main Authors:	Muslim, Ahmad Bukhori, Hamied, Fuad Abdul, Gaffar, Moh Fakry, Asuan, Maria Elvira, Samsudin, Syakirah, Diteeyont, Watsatree, Margana, Margana, Suryani, Ani Wilujeng, PNG, Jessie, Solihat, Rini, Priyantin, Tina, Cassandra, Nina, Gunadi, Gunadi, Sitthikorn, Sumalee
Format:	Journal Article
Language:	English
Published:	Bradford Emerald Publishing Limited 21-11-2023 Emerald Group Publishing Limited
Subjects:	Accreditation Accreditation (Institutions) Asians Barriers College Faculty Colleges & universities COVID-19 Cross Cultural Studies Curricula Developing countries Educational Quality Foreign Countries Geographic Regions Higher education Industrialized nations Information Technology International International Education LDCs Learning Pandemics Public Agencies Quality Assurance Quality control Teacher Attitudes Teacher education Teacher Education Programs Teaching Universities Brunei Malaysia Singapore Philippines Indonesia United States > US ASEAN academics AsTEN quality Assurance Agency (ATQA) International accreditation agency Teacher education institutions (TEIs)
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Summary:	Purpose This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region. Design/methodology/approach The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia. Findings As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries. Research limitations/implications The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance. Practical/social implications The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic. Originality/value The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.
ISSN:	0968-4883 0968-4883 1758-7662
DOI:	10.1108/QAE-10-2022-0183