ABSTRACT
This introduction features a brief state-of-the-art review of the relative and multifaceted notion of quality—one of the key current debates within international education policy, but also a long-neglected but challenging and promising research area in TESOL and teacher education. This sets the context for the discussion in the remainder of the book, with a particular emphasis on the diversity and variability of learners, teachers, educational programs, and instructional contexts. A comprehensive overview of the main content and approach of each chapter is also provided as a starting point or background knowledge for what follows.
