Quality Assurance and Teacher Education: International Challenges and Expectations by Judith HarfordQuality Assurance and Teacher Education: International Challenges and Expectations by Judith Harford

Quality Assurance and Teacher Education: International Challenges and Expectations

EditorJudith Harford, Brian Hudson, Hannele Niemi

Paperback | July 25, 2012

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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.
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...
Title:Quality Assurance and Teacher Education: International Challenges and ExpectationsFormat:PaperbackDimensions:8.86 × 5.91 × 0.68 inPublished:July 25, 2012Publisher:Peter Lang AG, Internationaler Verlag der WissenschaftenLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3034302509

ISBN - 13:9783034302500

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Table of Contents

Contents: Hannele Niemi/Judith Harford/Brian Hudson: Introduction: From Quality Assurance to Quality Culture – Sheelagh Drudy: Professionalism, Performativity and Care: Whither Teacher Education for a Gendered Profession in Europe? – Kay Livingston: Quality in Teachers’ Professional Career-Long Development – Hannele Niemi/Stephen Kemmis: Communicative Evaluation for Improvement in Education – Bjorn Åstrand: Contemporary Challenges for Quality Assurance in Teacher Education: The Swedish Example - Do Central Inspections Impede Local Quality Cultures? – Sylvia Chong/Pauline Ho: A Systems Approach to Teacher Quality in Singapore – Linda Darling-Hammond: Quality Assurance in Teacher Education: An American Perspective – Hannele Niemi/Jari Lavonen: Evaluation for Improvements in Finnish Teacher Education – Janja Komljenovic/Pavel Zgaga: Quality Assurance in Slovenian Teacher Education: Between National Regulation and Internationalization – John Coolahan: Quality Assurance in Teacher Education in Ireland within an International Context – Judith Harford/Gerry MacRuairc: Shifting Models of School Evaluation in the Republic of Ireland – Brian Hudson/Teresa Moran: Quality Assurance Systems and Teacher Education Reform for the Twenty-First Century in Scotland.

Editorial Reviews

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)