Abstract
The purpose of this article is to present a framework for evaluating teacher education programmes and to contribute to a more nuanced and expanded discussion of quality in teacher education. The analysis focuses primarily on integrated teacher education in the Nordic countries and is guided by the research question: Which indicators should be used to assess the quality of a teacher education
programme? Rather than treating quality as a static or one-dimensional concept, the article advances
a dynamic and multi-faceted approach.
To address the research question, a broad selection of literature was systematically reviewed, including peer-reviewed articles, book chapters, comparative Nordic studies and national evaluation reports. The collected material was analysed using the qualitative software NVivo 14, with inductive coding guiding the analytical process. Five interconnected quality dimensions – or quality markers – emerged from the data: recruitment, integration, academisation, resilience and competence.
The article concludes that these five indicators function best when viewed as an integrated framework. Improving one dimension in isolation can have unintended consequences if others are neglected. The framework offers a structured tool for evaluating and strengthening teacher education in a holistic, evidence-informed manner.
programme? Rather than treating quality as a static or one-dimensional concept, the article advances
a dynamic and multi-faceted approach.
To address the research question, a broad selection of literature was systematically reviewed, including peer-reviewed articles, book chapters, comparative Nordic studies and national evaluation reports. The collected material was analysed using the qualitative software NVivo 14, with inductive coding guiding the analytical process. Five interconnected quality dimensions – or quality markers – emerged from the data: recruitment, integration, academisation, resilience and competence.
The article concludes that these five indicators function best when viewed as an integrated framework. Improving one dimension in isolation can have unintended consequences if others are neglected. The framework offers a structured tool for evaluating and strengthening teacher education in a holistic, evidence-informed manner.
| Original language | English |
|---|---|
| Article number | 5 |
| Pages (from-to) | 1-24 |
| Number of pages | 24 |
| Journal | Netla – Veftímarit um uppeldi og menntun |
| Volume | 2025 |
| DOIs | |
| Publication status | Published - 25 Nov 2025 |
Keywords
- teacher education
- teacher training
- quality in teacher education
- evaluating teacher education
- teacher educators
- newly qualified teachers
