Global Demands for Quality: Realities and Myths in the Improvement of Initial Teacher Preparation

Abstract

This article is based on experiences in the field of teacher education and attempts to induce institutional change from a ministerial (hence, political) location. The first section considers the international context in relation to education and discusses how quality is conceptualized in policy documents. The second section looks at how concerns for quality are inserted in policy formulations regarding teacher education reform. It outlines what real issues are in teacher education but also notes myths about what might support or hinder the effectiveness of change in this area. In the third section, these issues (realities and myths) are examined in relation to the experience of reforming 17 teacher education institutions in Chile. The article finishes with reference to lessons and open questions arising from this experience of change. (Contains 27 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. Global Demands for Quality: Realities and Myths in the Improvement of Initial Teacher Preparation Beatrice Avalos Higher Education Division Ministry of Education Av. Bulnes 107, Of. 89 Santiago Chile FAX (56-2) 696 3545 e-mail: bavalos@chilesat.net 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.