Interpretations of the New Quality of Teacher Training in Polish Public Institutes of Higher Education in the Context of a Universal Model of Quality

Abstract

The aim of the paper is to present three selected interpretations of the new quality of teacher training in Polish public institutions of higher education, check their coherence with reference to a common denominator and outline a multifaceted, emergent model along which understanding of the new quality in teacher training can be discussed. The proposed model is then interpreted in the context of a universal framework for discussing quality in higher education put forward by Laura Schindler and colleagues in 2015. The comparison shows that Polish conception is highly compatible with the universal model with reference to its four general dimensions: purposefulness, transformativity, accountability and excellence. Yet, important differences can be observed as regards specific indicators of quality. It seems that these asymmetries may be crucial in further developing the concept of quality-oriented teacher training in Poland.