Related Papers
Studies on quality teachers and quality initial teacher education
2020 •
Wydawnictwo FRSE
Defining Quality of Teacher Education and Imperatives for Action
2015 •
Ester Ogena
Every nation wants to provide for quality education to its people. The quality of compulsory education is often linked with the quality of teacher education delivered by key institutions in a country tasked to produce those who would nurture its young generation of learners. This paper discusses what makes quality teacher education.
Conference University of Salzburg 26-27th of March: International Perspectives on School Quality and Teacher Education
Roland Bernhard, Pamela Sammons
Conference initiated by Roland Bernhard in the framework of the SQTE-project and designed together with Ulrike Greiner (Salzburg), Burkhard Gniewosz (Salzburg), Katharine Burn (Oxford) and Pam Sammons (Oxford). This conference will bring together leading international researchers from the fields of School Effectiveness and Improvement Research and Teacher Education Research to discuss the overarching question of how we can link these different research strands in order to contribute productively to school quality and teacher education quality in a specific country. The conference is part of an ongoing research project conducted by the University of Salzburg in cooperation with the University of Oxford. In educational research, school quality is discussed mainly within the theoretical frameworks of: (1) School or Educational Effectiveness Research (SER/EER), a discipline that seeks to understand the key factors and their interactions that lead to more or less effective classrooms, schools and education systems; and (2) School improvement research (SIR) in which school improvement is understood as a distinct approach to educational change that enhances student outcomes, as well as strengthening schools’ capacity for managing change. As the protagonists who actually have to realise school quality in practice, it is teachers and headteachers who are the key drivers of school improvement. The quality of teaching and learning and of professional leadership are the key determinants since the process of improvement relates not just to the teaching competence of classroom practitioners but also to the nature of the school climate and the leadership practices that promote and sustain them. Teacher Education Research is concerned with the development of teachers’ identities, competences and dispositions. It focuses not only on the content of teacher education curricula but also on the nature of the process of learning to teach and its implications for the way in which those curricula are structured and sequenced – both within initial teacher education (ITE) and in relation to teachers’ continued professional learning (CPD). Just as Teacher Education Research considers the needs of teachers themselves, so it also explores the kinds of dispositions, knowledge and skills needed by all those engaged in teacher education – school-based mentors and coaches as well as university-based tutors and external experts – if they are to achieve the improvements to which they aspire. Teacher Education Research has a vital role to play in informing educational policy and ensuring that both ITE and CPD (including the professional formation of headteachers) are research-informed.
In pursuit of quality: the challenges and opportunities for teacher education
2014 •
Kris Stutchbury
In response to the Millenium Development Goal of universal primary education, considerable progress has been made, with a greater proportion of children in school in 2014 than at the turn of the century. However, it has been suggested that too many children are emerging from school without the education that they need (Pritchett, 2013). Being at school does not necessarily ensure that learning takes place; a significant challenge for the future is to make sure that more schooling leads to more learning. This paper will argue that improving the quality of teacher education is fundamental to this endeavour. It will explain why teacher education is important, and will examine the challenges and opportunities facing the profession. The use of ICT, the organisation of practicum and the potential impact of the support at a policy level in many countries for more learner-centred approaches to teaching, will be considered in detail. The paper will draw on examples from educational developme...
Asia-Pacific Journal of Teacher Education
Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities
2011 •
Jo-Anne Reid
Key Aspects of Teacher Quality – National andInternational Documents
2016 •
Despina Sivevska
Positive correlations between quality of teachers, their professional training and students’ accomplishments are revealed by a large body of pedagogic scientific evidence. The European Union, national educational policies, practitioners and scientists focus on teaching as pivotal prerequisite for quality education. They strongly promote schools’ duties in developing student competencies necessary for adaptation to globalization processes and complex community conditions, where creativity, initiative, innovation and dedication in the continuing education process are as important as obtaining factual knowledge in a certain area. These strategic debates explicitly show that teacher quality unequivocally depends on quality of teacher education, which is why numerous European and national documents address the quality of education of teachers. The aim of this paper is to review the level of compatibility of standards and criteria used to determine teacher quality in the Republic of Maced...
TO THE ‘QUALITY TEACHER’ AND POLICY MAKERS OF ‘QUALITY EDUCATION’
MGES Journals
‘Quality’ is often emphasized to have effective education. But, there are differences of opinion in identifying the benchmark or traits of ‘Quality Teacher’ and ‘Quality Education’. This paper not goes into the debate but attempts to identify the challenges for the present educational system. The Paper addresses two of the several elements of the educational system i.e., ‘Quality Teacher’ and Policy makers of ‘Quality education’. Here, they are said to have ‘quality’ if they have an attitude of striving towards it. Challenges relevant to educational system are derived out of Sociological introspection of the present society. My experience as ‘Learner’ and ‘Educator’ so far in educational system, source from internet and newspaper, focused group discussion with colleagues and students (learners) of my classes also helps me to do so. Thus, challenges are identified for the present educational system. By referring the challenges, it is able to open up the ideas to address these challenges. ‘Quality’ used as prefix to the words ‘Teacher’ and policy makers of ‘Education’ is more meaningful and relevant if they are able to understand and address these challenges.
IMPROVING TEACHER QUALITY, A KEYWORD FOR IMPROVING EDUCATION FACING GLOBAL CHALLENGES
Santi Setiani
Journal of Education for Teaching
Quality of teacher education and learning: theory and practice
2018 •
Ayesha Rabadi-Raol
2019 •
Dr.SHAZLI KHAN
There is a growing concern of assuring quality at all levels of education in the present educational scenario. The quality of education we provide to our children depends on the quality of education of teacher we inject into the education system, which in turn depends on the quality of teacher education programme. Quality is not just the quantum of knowledge imparted to students but also the effectiveness with which they are able to apply that knowledge in meeting the challenges of tomorrow. Quality in teacher education programme also depends on the quality of teaching. For this there is an urgent review of curriculum of teacher education programme. The quality of pre-service and in-service education needs to be upgraded. It has been rightly said by the Education Commission (1964-66) that, “ Of all the different factors which influence the quality of education and its contribution to national development, the quality, competence and character of teachers are undoubtedly the most sig...
