ABSTRACT
Conceptions of quality in teacher education are contextual and reflect current understandings of what high-quality teaching and learning in teacher education looks like. In this chapter, the term quality is used as a positive description of necessary preconditions for and features of good, desirable, and transformative university-based teacher education programs. Based on previous research, this chapter provides a theoretical framework describing quality features with a particular focus on program coherence and integration; quality work; transformative partnerships with schools; professional knowledge base; continuing education of teacher educators; student teachers’ agency and study engagement; and learning opportunities on campus and in schools.
