Using the literature to develop a context-appropriate framework for measuring quality in ITE

Aileen Kennedy, Anna Beck, Rachel Shanks

Research output: Contribution to conferenceAbstract

2 Downloads (Pure)

Abstract

The development of the MQuITE framework has been based on the associated literature review (Rauschenberger et al., 2017) which considered studies that focused on either (1) ITE programmes, their component dimensions and effectiveness in preparing teachers as measured in various contexts, and/or (2) teacher effectiveness as related to ITE and related routes into teaching. The majority of contemporary literature on measuring the quality of teacher education programmes either correlates individual teacher data to student attainment data, mapping this back to the teacher’s teacher education programme (Kirabo Jackson et al., 2014), or reviews programme documentation, teachers’ educational background and absence figures (Jacob & Welsh, 2011). While such methods may be possible in the Scottish context, they do not align with the cultural and political context of teacher education in contemporary Scotland, nor do they provide the richness and depth necessary to understand nuances of context. However, of particular note in the literature review, was an analysis by Feuer et al. (2013) which outlines six areas related to ITE quality, and the evidence most commonly used to measure them. This paper outlines the development of the MQuITE framework against Feuer et al’s original categorisations: it provides an overview of the literature which influenced the design, the process of re-contextualisation, and the development of associated data collection tools. Importantly, the paper raises questions about the applicability of this process across different national contexts and explores the situatedness of the concept of ‘quality’ in both temporal and geographical space.
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

Fingerprint

teacher
education
literature
documentation
Teaching
evidence
student

Keywords

  • MQuITE framework
  • teacher education programmes
  • ITE programmes

Cite this

Kennedy, A., Beck, A., & Shanks, R. (2018). Using the literature to develop a context-appropriate framework for measuring quality in ITE. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.
Kennedy, Aileen ; Beck, Anna ; Shanks, Rachel. / Using the literature to develop a context-appropriate framework for measuring quality in ITE. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.1 p.
@conference{336e1b48ced14892b65d8d68bdc7afc6,
title = "Using the literature to develop a context-appropriate framework for measuring quality in ITE",
abstract = "The development of the MQuITE framework has been based on the associated literature review (Rauschenberger et al., 2017) which considered studies that focused on either (1) ITE programmes, their component dimensions and effectiveness in preparing teachers as measured in various contexts, and/or (2) teacher effectiveness as related to ITE and related routes into teaching. The majority of contemporary literature on measuring the quality of teacher education programmes either correlates individual teacher data to student attainment data, mapping this back to the teacher’s teacher education programme (Kirabo Jackson et al., 2014), or reviews programme documentation, teachers’ educational background and absence figures (Jacob & Welsh, 2011). While such methods may be possible in the Scottish context, they do not align with the cultural and political context of teacher education in contemporary Scotland, nor do they provide the richness and depth necessary to understand nuances of context. However, of particular note in the literature review, was an analysis by Feuer et al. (2013) which outlines six areas related to ITE quality, and the evidence most commonly used to measure them. This paper outlines the development of the MQuITE framework against Feuer et al’s original categorisations: it provides an overview of the literature which influenced the design, the process of re-contextualisation, and the development of associated data collection tools. Importantly, the paper raises questions about the applicability of this process across different national contexts and explores the situatedness of the concept of ‘quality’ in both temporal and geographical space.",
keywords = "MQuITE framework, teacher education programmes, ITE programmes",
author = "Aileen Kennedy and Anna Beck and Rachel Shanks",
year = "2018",
month = "11",
day = "21",
language = "English",
note = "Scottish Education Research Association Annual Conference 2018, SERA ; Conference date: 21-11-2018 Through 23-11-2018",

}

Kennedy, A, Beck, A & Shanks, R 2018, 'Using the literature to develop a context-appropriate framework for measuring quality in ITE' Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom, 21/11/18 - 23/11/18, .

Using the literature to develop a context-appropriate framework for measuring quality in ITE. / Kennedy, Aileen; Beck, Anna; Shanks, Rachel.

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

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Using the literature to develop a context-appropriate framework for measuring quality in ITE

AU - Kennedy, Aileen

AU - Beck, Anna

AU - Shanks, Rachel

PY - 2018/11/21

Y1 - 2018/11/21

N2 - The development of the MQuITE framework has been based on the associated literature review (Rauschenberger et al., 2017) which considered studies that focused on either (1) ITE programmes, their component dimensions and effectiveness in preparing teachers as measured in various contexts, and/or (2) teacher effectiveness as related to ITE and related routes into teaching. The majority of contemporary literature on measuring the quality of teacher education programmes either correlates individual teacher data to student attainment data, mapping this back to the teacher’s teacher education programme (Kirabo Jackson et al., 2014), or reviews programme documentation, teachers’ educational background and absence figures (Jacob & Welsh, 2011). While such methods may be possible in the Scottish context, they do not align with the cultural and political context of teacher education in contemporary Scotland, nor do they provide the richness and depth necessary to understand nuances of context. However, of particular note in the literature review, was an analysis by Feuer et al. (2013) which outlines six areas related to ITE quality, and the evidence most commonly used to measure them. This paper outlines the development of the MQuITE framework against Feuer et al’s original categorisations: it provides an overview of the literature which influenced the design, the process of re-contextualisation, and the development of associated data collection tools. Importantly, the paper raises questions about the applicability of this process across different national contexts and explores the situatedness of the concept of ‘quality’ in both temporal and geographical space.

AB - The development of the MQuITE framework has been based on the associated literature review (Rauschenberger et al., 2017) which considered studies that focused on either (1) ITE programmes, their component dimensions and effectiveness in preparing teachers as measured in various contexts, and/or (2) teacher effectiveness as related to ITE and related routes into teaching. The majority of contemporary literature on measuring the quality of teacher education programmes either correlates individual teacher data to student attainment data, mapping this back to the teacher’s teacher education programme (Kirabo Jackson et al., 2014), or reviews programme documentation, teachers’ educational background and absence figures (Jacob & Welsh, 2011). While such methods may be possible in the Scottish context, they do not align with the cultural and political context of teacher education in contemporary Scotland, nor do they provide the richness and depth necessary to understand nuances of context. However, of particular note in the literature review, was an analysis by Feuer et al. (2013) which outlines six areas related to ITE quality, and the evidence most commonly used to measure them. This paper outlines the development of the MQuITE framework against Feuer et al’s original categorisations: it provides an overview of the literature which influenced the design, the process of re-contextualisation, and the development of associated data collection tools. Importantly, the paper raises questions about the applicability of this process across different national contexts and explores the situatedness of the concept of ‘quality’ in both temporal and geographical space.

KW - MQuITE framework

KW - teacher education programmes

KW - ITE programmes

M3 - Abstract

ER -

Kennedy A, Beck A, Shanks R. Using the literature to develop a context-appropriate framework for measuring quality in ITE. 2018. Abstract from Scottish Education Research Association Annual Conference 2018, Glasgow, United Kingdom.