Quality Assurance and Teacher Education: International Challenges and Expectations (Rethinking Education)

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9783034302500: Quality Assurance and Teacher Education: International Challenges and Expectations (Rethinking Education)
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Ensuring quality in and through teaching and learning has become a fundamental global concern. Emanating from a colloquium on Quality Assurance and Teacher Education hosted by University College Dublin in 2010 and funded by the European Educational Research Association, this book interrogates how quality cultures can be fostered in the field of education. The volume brings together a series of background and case study chapters from leading scholars in the field of teacher education internationally.

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About the Author:

Judith Harford is Head of Research and Director of the Professional Diploma in Education at the School of Education, University College Dublin.
Brian Hudson is Professor of Education and Associate Dean for Research in the School of Education, Social Work and Community Education at the University of Dundee.
Hannele Niemi is Professor of Education at the University of Helsinki.

Review:

This is an outstanding collection of contemporary scholarship on one of the most challenging issues in school improvement today. The contributions are based on a comprehensive command of the available empirical literature and reflect a tenaciously honest and analytically nuanced interpretation of its implications for teachers and schools. It is must-reading for all educators and policy makers who want real and sustainable improvement of our schools for many years to come. (Dennis Shirley, Boston College, USA)
This unique book offers a deep international look at the ideas and models of improving and maintaining the quality of teacher education. An invaluable book written by leading international teacher education scholars, it is compulsory reading for teacher educators and policymakers. (Pasi Sahlberg, Director General, Centre for International Mobility, Finland)
This book helps to establish a shared understanding of what quality culture might actually mean. It does this through considering conceptual issues as well as a range of particular approaches from around the globe. It is to be hoped that policymakers, as well as researchers and teacher educators, will read the book carefully for the insights it provides about processes of reform. (Ian Menter, University of Oxford, UK)

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