Quality in teacher education: challenging assumptions, building understanding through foundation principles

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Abstract

Quality is a term that has been used in many ways in the educational literature. The notion of quality has been used to support arguments for the implementation of such things as: standards; competencies; and, accreditation and registration requirements. However, when quality is used as a proxy for such things as compliance or accountability, then attempts to measure, rank and standardize tend to confuse the debate about quality, where it resides and how it might genuinely be recognized. Even the most superficial glance of the literature illustrates that teacher education has continually been buffeted by such debate and that progress in better clarifying—and valuing—the work of teacher education has been slow and painful.
Original languageEnglish
Title of host publicationQuality of Teacher Education and Learning
Subtitle of host publicationTheory and Practice
EditorsXudong Zhu, A. Lin Goodwin, Huajun Zhang
Place of PublicationSingapore
PublisherSpringer
Pages69-84
Number of pages16
ISBN (Electronic)9789811035494
ISBN (Print)9789811035470
DOIs
Publication statusPublished - 2017

Cite this

Loughran, J. (2017). Quality in teacher education: challenging assumptions, building understanding through foundation principles. In X. Zhu, A. L. Goodwin, & H. Zhang (Eds.), Quality of Teacher Education and Learning: Theory and Practice (pp. 69-84). Springer. https://doi.org/10.1007/978-981-10-3549-4_5