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Quality in initial teacher education

Quality in initial teacher education Presents a critique of the assumptions underlying the Teacher Training Agency (TTA) strategy of defining quality centrally and imposing its view through a power‐coercive change process. An alternative view of effective teacher education is developed, based on the contention that high quality courses result from the thinking and commitment of teacher education professionals, working with their colleagues in schools, in local settings. It is argued that the development of high quality initial teacher training (ITE) results essentially from the engagement of teacher educators with ideas drawn from teacher education practice and research. Centrally‐driven curriculum blue‐prints are unlikely to lead to the same high quality results, rather they will tend to result in mere compliance. The argument is illustrated by an example of teacher education development in one institution leading to a set of propositions about the elements which characterise high quality teacher education more generally. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality Assurance in Education Emerald Publishing

Quality in initial teacher education

David Blake; Jenny Lansdell
Quality Assurance in Education , Volume 8 (2): 7 – Jun 1, 2000
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References (6)

Publisher
Emerald Publishing
Copyright
Copyright © 2000 MCB UP Ltd. All rights reserved.
ISSN
0968-4883
DOI
10.1108/09684880010325501
Publisher site
See Article on Publisher Site

Abstract

Presents a critique of the assumptions underlying the Teacher Training Agency (TTA) strategy of defining quality centrally and imposing its view through a power‐coercive change process. An alternative view of effective teacher education is developed, based on the contention that high quality courses result from the thinking and commitment of teacher education professionals, working with their colleagues in schools, in local settings. It is argued that the development of high quality initial teacher training (ITE) results essentially from the engagement of teacher educators with ideas drawn from teacher education practice and research. Centrally‐driven curriculum blue‐prints are unlikely to lead to the same high quality results, rather they will tend to result in mere compliance. The argument is illustrated by an example of teacher education development in one institution leading to a set of propositions about the elements which characterise high quality teacher education more generally.

Journal

Quality Assurance in Education – Emerald Publishing

Published: Jun 1, 2000

Keywords: Teachers; Education; Quality; Standards; Competences

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