quality assurance in teacher education in sweden
DESCRIPTION
Presentation by Björn ÅstrandTRANSCRIPT
Quality Assurance in Swedish Teacher
Education: inspection or enhancement?
Björn ÅstrandUmeå University
ECER Helsinki2010-08-27
“We do not spontaneously learn that we
don't learn that we don't learn”
Nassim Nicholas TalebThe Black Swan, p xxvi
A comparative study of QA in Teacher Education,
focus on:
•Methods – elements – processes
• ���� consequences
•National/institutional levels
•Document analysis
•Questionnaires to students
•Questionnaires to and interviews with TEI, deans,
stakeholders etc
•Work in progress
Questionnaire to 9700
students who
graduated 2007/08
(results public in
September)
Questionnaire to 9700
students who
graduated 2007/08
(results public in
September)
Swedish study utilizes:
Questionnaire to
TEI/deans (ongoing)
Questionnaire to
TEI/deans (ongoing)Analysis of documentsAnalysis of documents
National evaluation
2004
Self-evaluation
reports
National evaluation
2004
Self-evaluation
reports
National evaluation
2007
Self-evaluation reports
National evaluation
2007
Self-evaluation reports
Applications for
accreditation
2010
Applications for
accreditation
2010
Framework 1:
External vs internal
Mandatory – voluntary
Primary vs secondary activities
Top-down vs bottom-up
Type of bodies in charge
Profile of evaluators
Diversity of QA systems/elements
Framework 2:
Seize
Weight within institution
In growth - decrease
Profile: general - specialized
Context: Urban – agrarian-industrial
Organizational setting
etc
Swedish Teacher Education – diverse institutions
How are their approach to QA related to institutional
profile?
Example of diversity of TE
institutions: seize
QA instruments in use according to self-evaluation reports (2007):
• QA plan for teacher education
• Course evaluations /mid course evaluation
• Semester evaluations/mid semester evaluation
• Program evaluations /mid program evaluation
• Collegial evaluations (internal)
• Collegial evaluations (external)
• Internal surveys
• Utilization of national/international information for benchmarking
• Collaboration with other HEI on QA
• Questionnaires to students
• Questionnaires to former students/alumna
Tentative results from the first analysis of self-evaluation
reports (2007):
Swedish TE applies in general same QA elements regardless institutional
profile.
A possible conclusion would be that institutions only conduct and report
what's demanded of them (external inspection) and that there is no time
left to advance quality by building a culture of QA.
A concern would be the that mainstreaming results in system producing
information more relevant for control than local development
Next:
•How will results from questionnaires to students (alumna) relate to local
QA approach?
•Will coming analysis of reports from 2004 and applications from 2010
indicate that the competence in handling QA systems have improved and
will that relate to outcome of programs or QA as second level activity?
•Will there be indications in applications from 2010 on the development
of a research based Q-culture?
