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• Most parent answers confirm the answers of the pupils concerning appreciation and
learning outcome.
• Several parents made a point of implementation by the students of new ideas and
methods in the school.
Assessment of Quality
An analysis of central historic and theoretical findings (chapter 1 and 2) comes out with four
basic requirements for quality in training /practice periods in teacher education: 1. The
students self development. 2. A system of support in the students process of learning. 3.
Authentic training/practice situations. 4. A relationship or link between the theoretical and
practical part of the teacher education. A further analysis and categorizing of the answers of
the users (students and teachers) show a large correspondence between answer categories and
the 4 quality categories based on theory. This correspondence is a valid criteria for saying that
students adoption practice/training is a good basis for securing quality in teacher education.
With reference to the 4 criteria, a relational model that will function as a tool for evaluating
quality in teacher education has been developed. These 4 elements will be a basis for
development of the individual student as a teacher. The elements are mutual dependent and
cannot be evaluated isolated. Further the last half of the training/practice periods is
recommended to be class-and school adoption.
In order to reach the objectives stated in the 4 criterias of quality in teacher education there is
a need for system changes – with more focus on the development of the individual student.
This will create a need for other priorities and a new organization of the education. There is
however a need for more innovation and research to find out how this can be done.
Fredrikke nr. 8, 2005
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