Rethinking quality of education in the context of emergencies
This study is an attempt to add to the debate about quality teaching by investigating what this concept entails in the context of teacher educators’ professional development. While there are a growing literature on teacher education and teacher educators, there is a shortage of sources that look critically at the professional development of teacher educators, especially at how quality of learning is evaluated. This literature-review based dissertation aims to fill this gap by providing a theoretical model that illustrates how to map different theoretical discourses and frameworks within the quality debate with respect to the ´how´ of teacher education in the field of crises and emergencies. By shifting to a more flexible approach, grounded in human development outcomes, measuring quality in professional development is expanded beyond the quantifying inputs.