ABSTRACT
Changes in global political and economic trends after the 1980s brought neoliberal economic thought to the forefront of political discourse in many countries around the world. Concepts underlying the principles of market management, including accountability, consumer choice, standards, privatization, and the market mechanism, among others, manipulated politics and affected education reforms to emphasize free competition and marketization (Marginson, 2007; Roberts and Peters, 2008). Whitty et al.’s study (1998, pp. 39-41) showed that despite their different cultures and traditions, political regimes, and educational reforms, the United Kingdom (England and Scotland), New Zealand, Sweden, Australia, and the United States have consistently emphasized the managementbased trend of thought featuring stabilizing quality with standards, consumer choice, and reflection of diversified channels on the market. Under the same line of reasoning, institutions have come to place greater emphasis on accountability, responsibility, and quality so that consumers have a greater and longer lasting sense of satisfaction with services and products. Institutions must propose specific and reliable indicators of quality on the market (Feigenbaum, 1982). In the case of schools, evaluations serve as a way to demonstrate their obligations for quality and accountability (Bok, 2003). For teacher education institutions, evaluations are also a way to demonstrate the quality of teacher education.
