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.
|Title of host publication||Quality of Teacher Education and Learning|
|Subtitle of host publication||Theory and Practice|
|Editors||Xudong Zhu, A. Lin Goodwin, Huajun Zhang|
|Place of Publication||Singapore|
|Number of pages||16|
|Publication status||Published - 2017|
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