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Quality in Teacher Education: Challenging Assumptions, Building Understanding Through Foundation Principles

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Quality of Teacher Education and Learning

Part of the book series: New Frontiers of Educational Research ((NFER))

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.

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Authors and Affiliations

  1. Monash University, Melbourne, Australia

    John Loughran

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  1. John Loughran
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Correspondence to John Loughran .

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Editors and Affiliations

  1. Beijing Normal University, Beijing, China

    Xudong Zhu

  2. Columbia University, New York, USA

    A. Lin Goodwin

  3. Beijing Normal University, Beijing, China

    Huajun Zhang

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Loughran, J. (2017). Quality in Teacher Education: Challenging Assumptions, Building Understanding Through Foundation Principles. In: Zhu, X., Goodwin, A., Zhang, H. (eds) Quality of Teacher Education and Learning. New Frontiers of Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-10-3549-4_5

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  • DOI: https://doi.org/10.1007/978-981-10-3549-4_5

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3547-0

  • Online ISBN: 978-981-10-3549-4

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