Clare Brooks is Professor of Education and Pro-Director for Education at IOE, UCL's Faculty of Education and Society, University College London, UK.

• 1. Quality Conundrums2. Teacher Standards and Accountability Frameworks3. Quality Indicators4. Discourses of Quality5. Navigating the Quality LandscapeReferencesIndex

Dr. Brooks' highly readable presentation of current scholarship maps out distinctions and implications of the essentially contested notion of “quality” in teacher education. The text offers teacher educators, regulators, and policy-makers a conceptual rigour by which to appraise dimensions of their program and institutional practice with greater clarity and precision – and deftly argues for agentive, adaptive teacher educational leadership

Clare Brooks is Professor of Education and Pro-Director for Education at IOE, UCL's Faculty of Education and Society, University College London, UK.

• 1. Quality Conundrums2. Teacher Standards and Accountability Frameworks3. Quality Indicators4. Discourses of Quality5. Navigating the Quality LandscapeReferencesIndex

Dr. Brooks' highly readable presentation of current scholarship maps out distinctions and implications of the essentially contested notion of “quality” in teacher education. The text offers teacher educators, regulators, and policy-makers a conceptual rigour by which to appraise dimensions of their program and institutional practice with greater clarity and precision – and deftly argues for agentive, adaptive teacher educational leadership

Clare Brooks is Professor of Education and Pro-Director for Education at IOE, UCL's Faculty of Education and Society, University College London, UK.

• 1. Quality Conundrums2. Teacher Standards and Accountability Frameworks3. Quality Indicators4. Discourses of Quality5. Navigating the Quality LandscapeReferencesIndex

Dr. Brooks' highly readable presentation of current scholarship maps out distinctions and implications of the essentially contested notion of “quality” in teacher education. The text offers teacher educators, regulators, and policy-makers a conceptual rigour by which to appraise dimensions of their program and institutional practice with greater clarity and precision – and deftly argues for agentive, adaptive teacher educational leadership