What counts as teacher and teaching quality in schools and higher education: a cross-cultural analysis of qualifications, standards and development opportunities in Australia, England and Malaysia?

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Jasman, Anne. 2010. "What counts as teacher and teaching quality in schools and higher education: a cross-cultural analysis of qualifications, standards and development opportunities in Australia, England and Malaysia?" Journal for the Enhancement of Learning and Teaching. 5 (1), pp. 79-88.
Article Title

What counts as teacher and teaching quality in schools and higher education: a cross-cultural analysis of qualifications, standards and development opportunities in Australia, England and Malaysia?

Article CategoryArticle
Authors
AuthorJasman, Anne
EditorsBlass, Eddie
Journal TitleJournal for the Enhancement of Learning and Teaching
Journal Citation5 (1), pp. 79-88
Number of Pages10
Year2010
Place of PublicationHatfield, UK
Abstract

This paper compares and contrasts mechanisms for determining the quality of teachers in schools and in higher education. The construct of school teacher quality is well explored in the literature. The quality of graduates entering the profession is described by the
entry qualification level – certificate or diploma, degree, post-graduate diploma or masters level qualification, and
by judgements based on standards and/or competency frameworks describing knowledge, skills and, in some cases, values needed to achieve full registration with a relevant professional body or government employer. Both quality on entry and continuous improvement in professional practice are expected of school teachers since recent research indicates these are critical for securing excellent educational outcomes for children and young people in schools. Whilst the quality of teaching in higher education has been under closer scrutiny it has been discussed in very different terms. There are no mandatory pre-requisite qualifications to assure the quality of the lecturer or ‘teacher’ entering the academy. Standards, competency or other quality frameworks do not have to be met prior to employment and the model of ‘training’ is one of learning from experience and engagement with development opportunities once in post. Finally the paper explores similarities and differences in teacher quality assurance mechanisms within higher education in three different countries – Australia, England and Malaysia. From this analysis a new conceptualization of ‘teacher’ quality is proposed that can operate within an international and global higher education sector and which can contribute more effectively to improving outcomes for students.

Keywordsquality assurance, teacher quality, teaching quality, higher education, schools, Australia, Malaysia,England
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
390402. Education assessment and evaluation
Public Notes

c. University of Hertfordshire Press.

Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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