This article focuses on accountability as a tool for teacher education reform. The article is based on my experience as a teacher education scholar and practitioner over the last 40 years and especially on analyses of teacher preparation accountability in the United States, recently
conducted by Project TEER (Teacher Education and Education Reform), a group of teacher education practitioners, researchers, and scholars at Boston College. The members of the group were united by a growing concern about the direction education reform was taking and the impact it was having
on teacher education in the US and by a commitment to equity for all the students served in the nation's schools. For five years, we tracked US teacher education reform, concentrating on the major accountability initiatives that were shaping the field. This work culminated in the book,
Reclaiming Accountability in Teacher Education (Cochran-Smith et al., 2018). Drawing on this work and on my experience in the national and international teacher education communities, this article has three purposes: to present a framework for unpacking accountability policies
related to initial teacher education; to use that framework to describe briefly the dominant accountability paradigm in the US as well as an alternative to the dominant paradigm –democratic accountability in teacher education; and finally, to use ideas from the framework and from our
US analyses to comment on the current reform of initial teacher education in Wales.
The Implications of Teacher Effectiveness Requirements for Initial Teacher Education Reform
