TY - JOUR
T1 - The role of research in the policy and practice of quality teacher education
T2 - an international review
AU - Tatto, Maria Teresa
N1 - Funding Information:
Dr Beatrice Avalos-Bevan, Associate Researcher, Universidad de Chile, Chile; Dr. Peter Youngs, Associate Professor, University of Virgina, USA; Dr Khoon Yoong Wong, National Institute of Education, Nanyang Technological University, Singapore; Dr Patrik Scheinin, Dean of the Faculty of Behavioural Sciences and Professor of Education, University of Helsinki, Finland; Dr Jouni Välijärvi, Professor at University of Jyväskylä, Finland; John Furlong, University of Oxford; Geoff Whitty, Institute of Education; Ian Menter, University of Oxford and several anonymous reviewers. Funding sources: the US National Science Foundation [NSF REC 0514431], Michigan State University College of Education, BERA/ RSA.
Funding Information:
for Evidence-Based Decision Making’ project and the Teacher Education and Development Study in Mathematics, sponsored by the National Science Foundation and the International Association for the Evaluation of Educational Achievement. She is a visiting research fellow at the University of Oxford Department of Education, and visiting professor at Bath Spa University, and is past president of the Comparative and International Education Society.
Publisher Copyright:
© 2015, © 2015 Taylor & Francis.
PY - 2015/3/4
Y1 - 2015/3/4
N2 - The stated goal of current education reform is the redesign of education systems in pursuit of quality. Systems that consistently ‘come out on top’ have excited much interest in uncovering the features that have contributed to their success; notably among these is the preparation of future teachers. Research on teacher education quality assurance processes has begun to provide evidence that common features shared by successful systems include the design of teacher education programmes around criteria such as that set by accreditation requirements, in part because they are intended to help shape programmes’ intentions and approach, curriculum design, and outcomes. An important question for the field of teacher education is how to boost the research on diverse approaches’ outcomes to improve programme design as indicated by successful practice, while taking into account the role of economic and socio-cultural factors in the process.
AB - The stated goal of current education reform is the redesign of education systems in pursuit of quality. Systems that consistently ‘come out on top’ have excited much interest in uncovering the features that have contributed to their success; notably among these is the preparation of future teachers. Research on teacher education quality assurance processes has begun to provide evidence that common features shared by successful systems include the design of teacher education programmes around criteria such as that set by accreditation requirements, in part because they are intended to help shape programmes’ intentions and approach, curriculum design, and outcomes. An important question for the field of teacher education is how to boost the research on diverse approaches’ outcomes to improve programme design as indicated by successful practice, while taking into account the role of economic and socio-cultural factors in the process.
KW - Chile
KW - Finland
KW - Singapore
KW - USA
KW - quality assurance research
KW - teacher education outcomes
UR - http://www.scopus.com/inward/record.url?scp=84926517195&partnerID=8YFLogxK
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U2 - 10.1080/03054985.2015.1017405
DO - 10.1080/03054985.2015.1017405
M3 - Article
AN - SCOPUS:84926517195
SN - 0305-4985
VL - 41
SP - 171
EP - 201
JO - Oxford Review of Education
JF - Oxford Review of Education
IS - 2
ER -