The quality conundrum in initial teacher education
نویسندگان
چکیده
Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, higher education, there is confusion between quality, standards and assurance. Examination of the indicators ITE reveals an over-emphasis on rather than its transformative potential. Original research into practice five universities different international settings analyses discourses evident stakeholder interviews, observations documentation education; two examples are used as illustrative accounts. The analysis how educators adjust their discourses. emerging from both accountability mechanisms focus measures assurance, standards, or value for money, underplay transformational dimension ITE. This presents a conundrum: aimed at making better actually make transformation more challenging. Without recognition educative potential, contribution university-based will likely remain under-recognised, under-valued poorly understood.
منابع مشابه
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متن کاملTeacher knowledge and initial teacher education in the English learning and skills sector
Recent reforms of initial teacher education (ITE) in the learning and skills sector (LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio-cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. ...
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ژورنال
عنوان ژورنال: Teachers and Teaching
سال: 2021
ISSN: ['1470-1278', '1354-0602']
DOI: https://doi.org/10.1080/13540602.2021.1933414