Abstract
As part of a longitudinal research study started in 1984, the purpose of this paper is to critically examine the issue of quality in an Integrated Rural Development project in Sierra Leone. An in-depth study was conducted (1990-93) to assess pre-service teacher quality, using two major indices: teacher knowledge base of subject-matter and teacher beliefs about teaching and classroom management. The results indicate that quality is affected by what knowledge teachers possess in a given subject area and their perceptions of teaching. This research is a departure from the traditional areas of looking at quality in education, that is from what happens to students in the education process to the issue of the quality of education teachers receive during their training.
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