How can universities ensure quality of practice in initial teacher education?

• Published in: Teaching and teacher education Vol. 139; p. 104462
• Main Authors: Wiese, Eline, Hatlevik, Ida Katrine Riksaasen, Daza, Viviana
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.03.2024
• Subjects: Competence development; Initial teacher education; Quality; Teaching practice; Teaching practicum; Teaching practicum; Competence development; Initial teacher education; Quality; Teaching practice
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2023.104462

This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehensive guidelines for mentors, mentoring courses, tools and structures for mentoring, and on-campus courses that ensure coherence and progression in learning. Furthermore, ITE institutions should forge partnerships with schools and develop and perform research on teaching practice in ITE. •To ensure coherence, ITE institutions must explicitly communicate expectations to PSTs, mentors and schools.•Ensuring meaningful connections and supporting reflection and transferability across contexts is essential to supporting PSTs' learning.•ITE institutions must facilitate collaboration with and provide adequate support for mentors and schools.•The required tasks, learning goals and assessments must ensure progression in the development of professional teacher competence.