Developing a context-appropriate framework for measuring quality in initial teacher education

A. Kennedy* (Corresponding Author), A. Beck, R.K Shanks

*Corresponding author for this work

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Against a backdrop of increasing pressure globally to enhance the quality of teacher preparation, and a corresponding push to ‘measure’ this performatively, we present a context specific framework for identifying the quality of initial teacher education (ITE). The framework derives from a project involving all Scottish ITE providers. It adopts a vernacular globalisation perspective, drawing on international literature and local knowledge to create a mutually agreeable framework. In sharing the process, as well as the product, we offer a unique perspective on how one jurisdiction has reconciled global neoliberal pressures with a national educational ideology which values democratic approaches to schooling
Original languageEnglish
Pages (from-to)3-25
Number of pages22
JournalScottish Educational Review
Issue number1
Publication statusPublished - 2021

Bibliographical note

We wish to thank colleagues Nicola Carse, David Lewin and Kate Wall for their insightful comments on earlier drafts, and Emilee Rauschenberger for leading the work on the original literature review. We also thank all members of the wider MQuITE team for their contribution to the development of the framework reported here (see for list of team members). The MQuITE project is funded by Scottish Government and supported by the General Teaching Council for Scotland.


  • teacher preparation
  • initial teacher education quality
  • quality framework
  • vernacular globalization


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