Maintaining quality in teacher education: a contemporary global challenge?

Abstract

The purpose of this paper is to scrutinise what the term quality means in the context of teaching and teacher education and to discuss how we maintain those aspects of quality that do appear to be important in the contemporary development of policy and practice in teacher education. The paper draws on some comparative studies in teacher education that have been undertaken in recent years. Initial consideration is given to the macro and meso levels of policy and practice, through looking at state institutions and at the roles of educational institutions. The focus then turns to the micro level, considering the quality of the participants in the provision and experience of teacher education. The paper identifies the anthropological significance of teacher education and the wider social insights that may be gained from such study in the twenty-first century and in conclusion some contemporary global challenges to the maintenance of quality in teacher education are considered.

Practicum in Preservice Teacher Education in Myanmar

“…During the practicum, beginning teachers gradually assume teaching responsibilities in classroom settings, often receiving guidance from both school-based teachers and visiting university educators involved in the program. The specific intricacies and arrangements of the practicum exhibit significant variations across different national and state contexts, as well as within them (Menter, 2022). The micro level considers the dispositions, values, and actions of individual prospective teachers who are learning and teaching to be teachers in the school setting.…”

“…The Meso level reflects on the schools' and universities' commitments to the prospective teachers' education process. The macro level considers national institutions' policy and practice and educational institutions' roles (Menter, 2022). Menter (2022) points out the importance of the macro, meso, and micro level alignments and the relationships between actors at one of these levels.…”

“…The macro level considers national institutions' policy and practice and educational institutions' roles (Menter, 2022). Menter (2022) points out the importance of the macro, meso, and micro level alignments and the relationships between actors at one of these levels. Because the values, dispositions, orientations, and culture of the individuals and the institutions all contribute to the quality of teacher education.…”