Quality Assurance in Teacher Education

Abstract

Teachers are the crucial elements in preparing young people not only to face the future with confidence not build it with purpose and accountability. Education is a dynamic process of human development and empowerment. Teacher education has been widely advocated as the single important ingredient in the economic, social and political and cultural development of developing/ developed society. Teacher without quality can be judged as a man without mind. Quality of teacher education depends basically on a number of factors such as infrastructure, learning environment curriculum, teaching learning materials (TLM) and teacher's participation with demand of changing society Quality enhancement in teacher education is a deliberate process of change that leads to improvement. In academic problem two teams are often used namely "Quality Assessment and quality assurance". They are like two sides of a coin. The formen refers to the internal and external evaluation used to assess the overall teaching research performance of the institution. There is a need for teachers in community health, guidance and counselling, research strategies, competitions personal development and student support services.

Perceptions on the Application of Guiding Standards by University Administrators to Promote Quality Assurance Practice in Selected Teacher Training Universities in Mozambique

“…However, the standard deviation of 2.11 for the same item was high, showing heterogeneous participant responses. This is a cause of concern because lecturers thrive on a lot of positive feedback so that they can reflect on their performance and be able to compete well when evaluated against national and international quality assurance guiding standards (Malek and Mishra, 2016).…”

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

“…Different models of peer group mentoring are being tried with "tutor" teachers, who will have reduced teaching loads in order to focus on creating professional learning opportunities within and between schools. According to Malek and Mishra (2016), India has made considerable progress in school education since independence with reference to overall literacy, infrastructure and universal access and enrolment in schools. The National Council for Teacher Education (NCTE) has worked in close collaboration with the National Assessment and Accreditation Council (NAAC) to foster quality assurance and sustenance, with Distance Education Council (DEC) to ensure integrated development of in-service teacher education under the Open and Distance Learning (ODL), and with Rehabilitation Council of India to develop curriculum on inclusive education and make it a part of general teacher education programmes (Malek & Mishra, 2016;Verma, 2018).…”

“…Teacher education for pre-primary, elementary and secondary are offered both in face to face and distance and open learning modes of programmes (Malek & Mishra, 2016;Singh, 2016). Table 1 shows the model of teacher education in India (Singh, 2016).…”

“…Teacher education has received criticism in its professional development austerity. For example, Malek and Mishra (2016) argued that the larger reality of school teaching not being a preferred option among students (Rana, 2019) and the dilution of emphasis on public investment in initial teacher education has occurred since the year 1990 with the large scale recruitment of unqualified and under qualified persons in the formal school system.…”

Sulyap sa Buhay ng mga Gurong Nagtuturo ng Filipino bilang Out-of-field: Isang Penomenolohikal na Pagsusuri

“…Ipinapakita lamang nito ang kabiguan ng mga administrador ng Kagawaran ng Edukasyon na magkaroon ng quality assessment at assurance sa pagpili ng guro. Ayon kina Malek at Mishra (2016), ang quality assessment at assurance sa programang edukasyon ay nakatuon sa internal at eksternal na pagtataya sa pangkalatahang pagtatamo ng bawat guro at institusyon sa tulong ng mga nakatalagang pamantayan.…”