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Escrito por Helena Vélez   
Lunes, 07 de Julio de 2014 00:00

Accreditation of Professional Preparation Programs for School Health Educators

The Changing Landscape


Health Educ Behav August 2014 41: 349-358, first published on June 23, 2014doi:10.1177/1090198114539686

  1. Alyson Taub, EdD, MCHES
  2. Susan Goekler, PhD, MCHES
  3. M. Elaine Auld, MPH, MCHES
  4. David A. Birch, PhD, MCHES
  5. Susan Muller, PhD, MCHES
  6. Deitra Wengert, PhD, MCHES
  7. John P. Allegrante, PhD


The health education profession is committed to maintaining the highest standards of quality assurance, including accreditation of professional preparation programs in both school and community/public health education. Since 2001, the Society for Public Health Education (SOPHE) has increased attention to strengthening accreditation processes for preservice programs. This article focuses on the preparation of school health educators and the evolving philosophies and approaches concerning quality assurance, with particular attention to recent changes in teacher education and national professional accreditation entities. The unification of the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) to form the Council for the Accreditation of Educator Preparation (CAEP) as the single voice for teacher accreditation presents an opportunity to create a model unified accreditation system. Such a system can improve and enhance the stature of the teaching profession, raise expectations and the performance standards for teacher education candidates, and strengthen the standards for the evidence used to support claims of quality. During this transition period from NCATE and TEAC to CAEP, a School Health Education Accreditation Working Group convened by SOPHE recommended to the SOPHE Board of Trustees that SOPHE urge health education professionals to monitor and provide input into the emerging standards and processes for school health educator program accreditation. The Working Group also recommended that both health education professionals and the stakeholder professional organizations advocate for strong quality assurance standards for school health educator professional preparation programs. The Working Group anticipates future changes in quality assurance processes and curricula to keep pace with new accreditation requirements and the results from the latest role delineation research for health education specialists.



Helena Vélez-Botero, Ps. MSc.

Coordinadora Editorial

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