ABSTRACT
This chapter discusses the growth in the provision of online language teacher education and the implications for monitoring and evaluation of quality. We review the literature in the field and introduce a quality assurance organization created by peers involved in language teacher education and dedicated to developing a shared conception of best practice, research, and clarity for teacher course participants. Through tracing the evolution of the associated framework and highlighting the insights from the initial inspections of member organizations, we draw attention to key aspects of quality and its evidencing, description, and assessment. We conclude with questions that emerge from the inspection process and calls for further empirical research to underline the claims for quality.
