The quality of teacher education programs: Methodological and procedural issues for reviewers

Peter Fensham, Leo West

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    The National Disciplinary Review was charged with reporting on the quality of the mathematics and science teacher education programs in universities and C.A.E.'s in Australia. Given the limited direct contact that such a review could have with these programs, the reviewers chose to use a grounded theory approach as much as possible. They were informed about the courses, by exit students from each of them, by official handbooks and additional explanatory information, and by data from interviews with key members of staff. These, with help from the research literature, commissioned papers and particularly the practices encountered during the visits to institutions, enabled descriptions and some criteria of quality practice to be developed.

    Original languageEnglish
    Pages (from-to)85-94
    Number of pages10
    JournalResearch in Science Education
    Volume20
    Issue number1
    DOIs
    Publication statusPublished - 1 Jan 1990

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