The Development of Quality Assurance Mechanisms for Teacher Education in Taiwan

2021 ◽  
pp. 45-67
Author(s):  
Jia Li Huang
Keyword(s):  
Teacher Education ◽  
Quality Assurance

scholarly journals From External Accountability to Potential-Oriented Development: Quality Assurance System Building for Teacher Preparation in China

2019 ◽  
Vol 2 (2) ◽  
pp. 137-165 ◽  
Author(s):  
Huan Song ◽  
Miao Xu
Keyword(s):  
Teacher Education ◽  
Quality Assurance ◽  
Teacher Preparation ◽  
Performance Standards ◽  
Research Literature ◽  
Teacher Preparation Programs ◽  
Quality Assurance System ◽  
Preparation Programs ◽  
Certification Testing ◽  
Assurance System

Purpose: From the perspective of performance standards-based teacher education, this article aimed to address progress and challenges of China’s teacher preparation quality assurance system. Design/Approach/Methods: This review is based on policy review and case studies. Retrieving to the existing research literature, this research sorted out the policies related to the quality assurance system for university-based teacher preparation in China. Furthermore, this research selected teacher preparation programs from five cases of teacher education colleges of varied levels and used interviews to analyze their attitudes and measures. Findings: The analysis reveals that the quality system for university-based teacher preparation in China’s educational institutions has gone through two main stages: the building stage and the improvement stage. The internal policy tension in China’s teacher preparation quality assurance system is primarily centralized in the dissociation among and segmentation between the relevant standards for teacher education. There is a distinction between “soft” and “hard” policy standards, and reforming the teacher certification testing system also brings a test-oriented bias and a separation of evaluation from education. Institutions of higher education are expected to follow the path of potential-oriented development and concentrate on cooperative partnerships between local communities and schools so as to nurture innovative, professional future educators with high quality. Originality/Value: This article provides a comprehensive and detailed policy analysis as well as empirical evidence for the quality assurance system for university-based teacher preparation in China.

scholarly journals Quality Assurance & Accreditation of Teacher Education in Pakistan: Scope for Internationalization

2019 ◽  
Vol 02 (01) ◽  
pp. 01-21
Author(s):  
Seema Arif ◽  
Zunaira Liaqat ◽  
Ayesha Afzal
Keyword(s):  
Teacher Education ◽  
Quality Assurance ◽  
Content Analysis ◽  
Thematic Analysis ◽  
Document Analysis ◽  
Accreditation Process ◽  
Faculty Members ◽  
National Accreditation ◽  
Item Questionnaire ◽  
Faculty Of Education

This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.

scholarly journals Teacher Education Reforms between Higher Education and General Education Transformations in South- Eastern Europe: Reviewing the Evidence and Scoping the Issues

2012 ◽  
Vol 2 (4) ◽  
pp. 71-90
Author(s):  
Nataša Pantić
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Quality Assurance ◽  
Teacher Preparation ◽  
General Education ◽  
Eastern Europe ◽  
Education Reforms ◽  
South Eastern ◽  
South Eastern Europe ◽  
Common Vision

The present paper considers reforms and developments in teacher education in South-Eastern European countries as part of overall reforms in higher education, and in light of changes in general education that impact teachers and their preparation. The paper reviews the literature and reports from the region that offer some evidence of and insights into the issues surrounding teacher education reforms in the contexts of postsocialist education transformations in South-Eastern Europe. It scopes the issues relating to: structural and curricular changes in teacher preparation; coordination of reforms across different levels; development of a common vision of good teaching in cooperation between teacher educationinstitutions, schools and communities; and quality assurance of teacher preparation. The identified issues include: the superficial nature of structural reforms and the neglect of substantial curricular changes; the dearth of opportunities for reflection linking theory and practice; insufficiently developed cross-curricular approaches to teacher educationreforms; the fragmentation of teacher education along a number of lines; the absence of a common vision of quality teaching, and of formative links between quality assurance systems for teachers, schools and teacher education providers. Finally, the paper outlines potentialavenues for future developments and implications for teacher education policies and practices.

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