Book,
International perspectives on quality in initial teacher education: an exploratory review of selected international documentation on statutory requirements and quality assurance
EPPI Centre, Institute of Education, University of London, London, (2008)
Abstract
There is widespread agreement that effective partnership between the provider and schools is central to the quality of initial teacher education. In the UK, stringent operational requirements are in place for all ITE partnerships, but, in Australia and the US, there are very strong and pervasive forms of partnership for some schools and some providers; however, these are seen as innovative or aspirational, rather than mainstream. There is widespread agreement on the purposes of quality assurance (QA), but differences in the extent to which processes are prescribed. In the US, there is a strong expectation that providers have developed their own rationale, but in the UK there is an apparent indifference to rationale and methods, with an emphasis rather on clarity and rigour. Whereas in the US, influenced strongly by the NCATE guidelines, the provider’s own conceptual framework for the provision is seen as a core element of quality, in other countries, particularly the UK, the regulatory framework and official discourse is almost silent on the subject.
