Five Quality Indicators: An Analytical Framework forEvaluating Teacher Education

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 recruitment indicator examines both the quantity and quality of applicants and raises concerns about declining enrolment and dropout. The integration indicator focuses on coherence across theoretical, pedagogical and practical components of teacher education. The academisation indicator reflects the shift towards research-based education, highlighting tensions between academic rigour and practical relevance. The resilience indicator looks at how well newly qualified teachers handle the transition into the profession, emphasising the importance of induction and support. Finally, the competence indicator assesses whether graduates can create inclusive and effective classrooms, taking into account external pressures such as accountability systems. 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.