Measuring Quality in Initial Teacher Education : A Literature Review for Scotland’s MQuITE Study

Rauschenberger, Emilee and Adams, Paul and Kennedy, Aileen (2017) Measuring Quality in Initial Teacher Education : A Literature Review for Scotland’s MQuITE Study. Scottish Council of Deans of Education, Edinburgh.

[thumbnail of Rauschenberger-etal-2017-Measuring-Quality-in-Initial-Teacher-Education]
Preview
 Text. Filename: Rauschenberger_etal_2017_Measuring_Quality_in_Initial_Teacher_Education.pdf
Final Published Version
Download (776kB)| Preview

Abstract

The MQuITE project seeks to develop and implement a context-appropriate approach to measuring quality in initial teacher education. As a result, the focus of this literature review is on the various conceptualisations and measures of "quality" vis-à-vis teaching, teachers, and initial teacher education (ITE) across the globe. As Scotland considers what types of programmes and routes best prepare teachers for success in the classroom, there is a glaring need for a collaboratively-created framework with which to measure the quality of teacher preparation programmes. Such a framework would not only provide data to inform external evaluation and internal improvement but also provide a coherent and consistent model with which to compare the strengths, weaknesses, and innovative features of the various pathways into teaching.

ORCID iDs

Rauschenberger, Emilee, Adams, Paul ORCID logoORCID: https://orcid.org/0000-0001-8527-9212 and Kennedy, Aileen ORCID logoORCID: https://orcid.org/0000-0002-2724-6911;
CORE (COnnecting REpositories)