The extent to which some of the CAEP academic accreditation standards apply to the mathematics teacher preparation program from the point of view of the student in the College of Basic Education in the State of Kuwait

The study aimed to determine the extent to which some of the CAEP academic accreditation standards apply to the mathematics teacher preparation program from the point of view of the student in the College of Basic Education in the State of Kuwait. To achieve this goal, the descriptive analytical approach was used, the questionnaire was adopted as a tool for collecting information, and it was applied to a sample of students majoring in mathematics. In the College of Basic Education in Kuwait, the number of students reached (81) male and female students, and the study reached the agreement of the study sample of students on the application of some of the CAEP academic accreditation standards to the mathematics teacher preparation program, at a level of “agreeable” for the total sum of standards and indicators and at a level that was also “agreeable” for each of the standards. (Cognitive content standard, partnership and field practice standard, and candidate quality standard) with arithmetic averages of (3.94, 4.10, 3.96), respectively. Therefore, the partnership and field practice standard came in first place and obtained the highest arithmetic average among the rest of the standards. The study also found that there were no statistically significant differences between the views of the study sample regarding the applicability of some of the CAEP academic accreditation standards to the mathematics teacher preparation program in the College of Basic Education from the student’s point of view according to both the variables of gender and academic average. In light of these results, the study recommended encouraging those concerned in the College of Basic Education to apply for academic accreditation from international bodies.