Quality in Teacher Education: a suppressed theme?

With the emergence of neo‐conservative and neo‐liberal ideologies since the early eighties the formula “quality” has superseded continuously the leitmotif “equality of educational opportunities” in debates on education in most member states of OECD—initially as reaction against reforms in the secondary sector of education, then in higher education by focusing on economic and administrative aspects. Although the term “quality” has remained rather vague, it has dominated debates on education since the early nineties and some observers even speak of a “quality movement”. With a certain delay, the same applies to teacher education (TE) and one may hold the impression that TE has been surprised by discussions on “quality in/of TE” which focus on economic and administrative aspects—aspects suppressed in most systems of TE in the member states of the European Union (EU) so far. This article analyses the complex background of debates on “quality in TE” by focusing on sociological perspectives and arguments of the educational sciences. Then it defines problem areas of TE which seem to be in need of improvement. Thirdly, it discusses measures to deal with perceived problems by taking into account experiences in various European countries discussed on occasion of an all‐European seminar of experts supported by the Commission of the European Union. In dynamic societies even preserving the existing “quality” of education systems and TE calls for permanent improvement. If it is intended to increase the “quality” of TE, improvements seem to be indispensable both permanently and of a substantial nature. Based on existing strength of TE and on continuous evaluation, improvements and reforms will be necessary both in its curricula (e.g. aims contents, methodologies) and in its organisational as well as administrative areas. Research in TE as well as competencies of teacher educators will have to play crucial roles. It might become possible to deal with a suppressed theme more pro‐actively.     

Appointment and Induction of a New Staff Member in an Institution of Initial Teacher Education (Case Study in Austria)

The following case study on the appointment and induction of a new staff member in a State College of Teacher Education (Taedagogische Akademie,) in Austria is structured in four parts. The first part will describe main conditions for an appointment in a centralised school system, in which most elements of an appointment are regulated by law. Some information will be given about the institution where the data for the case study have been collected. The following two parts will present the views of a senior academic/head of a department of an institution of teacher education and that of a newly appointed teacher educator, who will work within teacher education for 75% of the time as a teacher in a training/experimental school (Uebungsschule) and 25% as a teacher educator in subject methodology. Some conclusions will be presented within a final part.