8 Teaching Accreditations and Motivation: A Duoethnography

Individual teaching accreditation schemes have become increasingly prevalent in higher education contexts, however, little research has been conducted into the motivation, attitudes and experiences of teachers pursuing them. This article addresses this gap in the literature by exploring its authors’ changing attitudes and motivations toward completion of the BALEAP TEAP accreditation using a reflective, qualitative approach known as duoethnography. Data were collected using written reflections, in-text responses and semi-structured interviews. The researchers explored their careers, goals and their experiences of the accreditation process.
Thematic analysis reveals insights into their motivations as well as contextual factors and experiences that either promoted or undermined their motivation. The findings will be of interest to teachers considering accreditation and raise questions regarding the accessibility of the process for candidates working in isolation, the design of supporting materials, and the most appropriate approaches to complete the process.