TOTAL TEACHERS ‘ QUALITY ASSURANCE By Abdul

Educationists, policymakers, and parents hold that good teachers produce good students. Most of education practitioners and experts believe that the victory is in the classroom. The highest standards, the strongest accountability measures, the latest technology, and the most beautiful facilities will do little good without talented, dedicated, and well-prepared teachers. However, because the challenges faced by teachers continue to grow and to change, our definition of what good teachers are is also constantly changing. To be able to fulfill teachers with the expected qualifications, continuous quality improvement is urgently required. In this paper, I argue that quality assurance will only be meaningful if it is conducted in the whole life continuum of a teacher; namely, during teacher education, teacher recruitment, teacher induction and mentoring, teacher certification, and teacher professional development. Consequently, quality assurance in teaching profession is not a short time period, but it is a long and continuous process. It is not only the responsibility teacher education institutions, but also the responsibility of all education stakeholders, the central and local government, society and non government organizations.