The Quality Control Processes in Teacher Preparation Programs
During the 1990s the regulatory and institutional conditions were present for the creation of a National System of Accreditation (whose objective is to guarantee for society that the institutions that are part of the education system reach the highest levels of quality, and achieve their purposes and objectives). A National Council of Accreditation (CNA) was also created and was made up of, among others, the academic and scientific communities. Thus, at that time all teacher preparation programs had to be approved by the State with respect to their quality based on an evaluation process carried out by the institution itself (using a self-evaluation process), the academic communities (using a process of peer evaluation) and the CNA.
These accreditation processes for initial teacher preparation programs on behalf of the State began simultaneously with the offering of the new programs at the beginning of the century. They have aided in the development of a new learning environment by many teacher educators who have incorporated the design and implementation of self-evaluation processes into their teaching practice as a guarantee of program quality.