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Designing and Reflecting on Process Quality: A Case Study of Encounters and Clashes among First-year Students in Teacher Education

Permanent link
https://hdl.handle.net/10037/23501
DOI
https://doi.org/10.1080/00313831.2021.1958253
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Date
2021-07-29
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Author
Ekeland, Torun Granstrøm
Abstract
Quality assurance is a major topic in discussions of higher education. General quality indicators for learning processes emerge as a part of the concept to emphasise dimensions that predicts students’ learning outcomes. How can teaching designed as inquiry-based learning (IBL) improve process quality? By exploring how the curriculum is applied in an unfolding teaching and learning process for first-year students from a teacher education programme in Norway, one discovers complexities related to general guidelines. The aim is to highlight the discussion of innovative designs for learning to improve process quality, and to show that localised knowledge practice is an important contribution avoiding simplicity in general terms as a measure of quality.
Publisher
Routeledge
Citation
Ekeland TG. Designing and Reflecting on Process Quality: A Case Study of Encounters and Clashes among First-year Students in Teacher Education. Scandinavian Journal of Educational Research. 2021
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  • Artikler, rapporter og annet (lærerutdanning og pedagogikk) [665]
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