Quality and Quality Assurance Approaches in the Context of Teacher Education: Questions yet to be Answered

Abstract

Quality assurance with its multiplying manifestations around the world has become an integral part of education. The institutions of education, throughout the world, are continuously striving to achieve and/or improve quality. Quality of education itself stems from the quality of teacher education institutions and programs. There is dire need to ensure, improve and assure the quality of teacher education. But this phenomenon is not as simple as it sounds to be because for many teacher education institutions the problem of quality arises from the very beginning while determining the clear conceptual meaning of ‘quality’. This paper examines different perceptions of quality, particularly as it applies to teacher education. Models of quality, in this context, are briefly reviewed and challenges of quality assurance for teacher education institutions in Pakistan are enumerated. The overall purpose is to deliberate upon the practices and the models of accreditation, so that improvement in the procedural implementation by National Accreditation Council for Teacher Education (NACTE) may be suggested. Major approaches to quality assurance are brought out. Systems and practices of accreditation and recognition and essential characteristics of each are highlighted. Some recent global initiatives and local experiences are discussed with the view to present a comprehensive picture of this vital phenomenon and its multiple dimensions.