Measuring quality in initial teacher education

symposium

Aileen Kennedy, Morag Redford, Paul Adams, Robert Doherty, Carrie McLennan, Anna Beck, Rachel Shanks, Charlaine Simpson, Nicola Carse, Jennifer Ellis, Sandra Eady

Research output: Contribution to conferenceAbstract

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Abstract

Initial teacher education (ITE) in Scotland has long enjoyed an international reputation of high quality, in part due to its degree status and its professional regulation through the General Teaching Council for Scotland (GTCS). ITE in Scotland has traditionally been fairly conservative and consistent, however, in recent years the range of routes into teaching has diversified considerably. This development is a response to a perceived need for both more teachers and for better quality teachers, particularly in relation to supporting the national aim of closing the poverty-related attainment gap. Surprisingly, however, we currently have no shared or consistent way of identifying or measuring quality of ITE in Scotland.
Representatives of all nine ITE providers in Scotland, together with GTCS, have therefore secured Scottish Government funding to carry out a project entitled ‘Measuring Quality in Initial Teacher Education’ (MQuITE). The MQuITE project seeks to develop and implement a context-appropriate approach to measuring quality in ITE, and to use the framework to study a cohort of 2018 graduates over a period of five years.
The symposium session will present a series of papers which provide an overview of the MQuITE project to-date. We start with a paper which problematises the concept of quality in ITE, providing a basis for our argument that it is a situated concept. We then go on to report on the key findings of the literature review, highlighting how these findings have informed the development of our quality framework. The final paper reports on emerging findings of the first empirical phase – a survey of all 2018 ITE graduates across Scotland, and surveys of associated university and school colleagues involved in supporting the graduates during their ITE programmes.
In the following roundtable session, we will start with the symposium discussant’s contribution, thereafter opening up the discussion to all participants in order to test out reactions to the project so far, and to hear about other perspectives on the issues raised. We therefore see this double session as both the sharing of research and a capacity-building opportunity for those interested in teacher education to share and stretch their own ideas.
Original languageEnglish
Number of pages1
Publication statusPublished - 21 Nov 2018
EventScottish Education Research Association Annual Conference 2018 - University of Glasgow, Glasgow, United Kingdom
Duration: 21 Nov 201823 Nov 2018

Conference

ConferenceScottish Education Research Association Annual Conference 2018
Abbreviated titleSERA
CountryUnited Kingdom
CityGlasgow
Period21/11/1823/11/18

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teacher
education
graduate
Teaching
reputation
funding
poverty
regulation
university
school

Keywords

  • teacher education
  • teaching
  • measuring quality

Cite this

Kennedy, A., Redford, M., Adams, P., Doherty, R., McLennan, C., Beck, A., ... Eady, S. (2018). Measuring quality in initial teacher education: symposium. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.
Kennedy, Aileen ; Redford, Morag ; Adams, Paul ; Doherty, Robert ; McLennan, Carrie ; Beck, Anna ; Shanks, Rachel ; Simpson, Charlaine ; Carse, Nicola ; Ellis, Jennifer ; Eady, Sandra. / Measuring quality in initial teacher education : symposium. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.1 p.
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abstract = "Initial teacher education (ITE) in Scotland has long enjoyed an international reputation of high quality, in part due to its degree status and its professional regulation through the General Teaching Council for Scotland (GTCS). ITE in Scotland has traditionally been fairly conservative and consistent, however, in recent years the range of routes into teaching has diversified considerably. This development is a response to a perceived need for both more teachers and for better quality teachers, particularly in relation to supporting the national aim of closing the poverty-related attainment gap. Surprisingly, however, we currently have no shared or consistent way of identifying or measuring quality of ITE in Scotland. Representatives of all nine ITE providers in Scotland, together with GTCS, have therefore secured Scottish Government funding to carry out a project entitled ‘Measuring Quality in Initial Teacher Education’ (MQuITE). The MQuITE project seeks to develop and implement a context-appropriate approach to measuring quality in ITE, and to use the framework to study a cohort of 2018 graduates over a period of five years. The symposium session will present a series of papers which provide an overview of the MQuITE project to-date. We start with a paper which problematises the concept of quality in ITE, providing a basis for our argument that it is a situated concept. We then go on to report on the key findings of the literature review, highlighting how these findings have informed the development of our quality framework. The final paper reports on emerging findings of the first empirical phase – a survey of all 2018 ITE graduates across Scotland, and surveys of associated university and school colleagues involved in supporting the graduates during their ITE programmes. In the following roundtable session, we will start with the symposium discussant’s contribution, thereafter opening up the discussion to all participants in order to test out reactions to the project so far, and to hear about other perspectives on the issues raised. We therefore see this double session as both the sharing of research and a capacity-building opportunity for those interested in teacher education to share and stretch their own ideas.",
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Kennedy, A, Redford, M, Adams, P, Doherty, R, McLennan, C, Beck, A, Shanks, R, Simpson, C, Carse, N, Ellis, J & Eady, S 2018, 'Measuring quality in initial teacher education: symposium' Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom, 21/11/18 - 23/11/18, .

Measuring quality in initial teacher education : symposium. / Kennedy, Aileen; Redford, Morag; Adams, Paul; Doherty, Robert; McLennan, Carrie; Beck, Anna; Shanks, Rachel; Simpson, Charlaine; Carse, Nicola; Ellis, Jennifer; Eady, Sandra.

2018. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Measuring quality in initial teacher education

T2 - symposium

AU - Kennedy, Aileen

AU - Redford, Morag

AU - Adams, Paul

AU - Doherty, Robert

AU - McLennan, Carrie

AU - Beck, Anna

AU - Shanks, Rachel

AU - Simpson, Charlaine

AU - Carse, Nicola

AU - Ellis, Jennifer

AU - Eady, Sandra

PY - 2018/11/21

Y1 - 2018/11/21

N2 - Initial teacher education (ITE) in Scotland has long enjoyed an international reputation of high quality, in part due to its degree status and its professional regulation through the General Teaching Council for Scotland (GTCS). ITE in Scotland has traditionally been fairly conservative and consistent, however, in recent years the range of routes into teaching has diversified considerably. This development is a response to a perceived need for both more teachers and for better quality teachers, particularly in relation to supporting the national aim of closing the poverty-related attainment gap. Surprisingly, however, we currently have no shared or consistent way of identifying or measuring quality of ITE in Scotland. Representatives of all nine ITE providers in Scotland, together with GTCS, have therefore secured Scottish Government funding to carry out a project entitled ‘Measuring Quality in Initial Teacher Education’ (MQuITE). The MQuITE project seeks to develop and implement a context-appropriate approach to measuring quality in ITE, and to use the framework to study a cohort of 2018 graduates over a period of five years. The symposium session will present a series of papers which provide an overview of the MQuITE project to-date. We start with a paper which problematises the concept of quality in ITE, providing a basis for our argument that it is a situated concept. We then go on to report on the key findings of the literature review, highlighting how these findings have informed the development of our quality framework. The final paper reports on emerging findings of the first empirical phase – a survey of all 2018 ITE graduates across Scotland, and surveys of associated university and school colleagues involved in supporting the graduates during their ITE programmes. In the following roundtable session, we will start with the symposium discussant’s contribution, thereafter opening up the discussion to all participants in order to test out reactions to the project so far, and to hear about other perspectives on the issues raised. We therefore see this double session as both the sharing of research and a capacity-building opportunity for those interested in teacher education to share and stretch their own ideas.

AB - Initial teacher education (ITE) in Scotland has long enjoyed an international reputation of high quality, in part due to its degree status and its professional regulation through the General Teaching Council for Scotland (GTCS). ITE in Scotland has traditionally been fairly conservative and consistent, however, in recent years the range of routes into teaching has diversified considerably. This development is a response to a perceived need for both more teachers and for better quality teachers, particularly in relation to supporting the national aim of closing the poverty-related attainment gap. Surprisingly, however, we currently have no shared or consistent way of identifying or measuring quality of ITE in Scotland. Representatives of all nine ITE providers in Scotland, together with GTCS, have therefore secured Scottish Government funding to carry out a project entitled ‘Measuring Quality in Initial Teacher Education’ (MQuITE). The MQuITE project seeks to develop and implement a context-appropriate approach to measuring quality in ITE, and to use the framework to study a cohort of 2018 graduates over a period of five years. The symposium session will present a series of papers which provide an overview of the MQuITE project to-date. We start with a paper which problematises the concept of quality in ITE, providing a basis for our argument that it is a situated concept. We then go on to report on the key findings of the literature review, highlighting how these findings have informed the development of our quality framework. The final paper reports on emerging findings of the first empirical phase – a survey of all 2018 ITE graduates across Scotland, and surveys of associated university and school colleagues involved in supporting the graduates during their ITE programmes. In the following roundtable session, we will start with the symposium discussant’s contribution, thereafter opening up the discussion to all participants in order to test out reactions to the project so far, and to hear about other perspectives on the issues raised. We therefore see this double session as both the sharing of research and a capacity-building opportunity for those interested in teacher education to share and stretch their own ideas.

KW - teacher education

KW - teaching

KW - measuring quality

UR - https://www.sera.ac.uk/

M3 - Abstract

ER -

Kennedy A, Redford M, Adams P, Doherty R, McLennan C, Beck A et al. Measuring quality in initial teacher education: symposium. 2018. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.