Quality Assurance Through Collaborative Inquiry Among Teacher Educators

Abstract

Quality teacher education is a complex and situated suite of professional practices. As teaching practice is developed and produced and embedded in the interplay between individuals and the sociopolitical cultures, this entry emphasizes the role of teacher educators in enhancing the quality of education. It begins by outlining and then challenging a transactional approach to quality assurance where teacher educators are quality assured through an emphasis on preservice teacher outcomes. It then details quality practices associated with collaborative inquiry. An alternative approach to quality assurance through developing inquiry-oriented standards in that foster collaborative peer inquiry is then outlined as a means to assure rich reflective professional practice in ITE institutions.