Abstract
The previous chapter outlined the complicated political context of contemporary teacher education. Sustained international scrutiny has seen many influential stakeholders (including Government ministers and accreditation bodies) voice concerns about the outcomes that can be linked to teacher education and, more specifically, the extent to which various teacher education programs produce ‘quality’ teachers who are, in turn, defined by their ability to impact positively upon student achievement.
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Mayer, D. et al. (2017). Studying the Effectiveness of Teacher Education. In: Studying the Effectiveness of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3929-4_2
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