Core Quality Components in Contemporary Teacher Education Systems
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| Title: | Core Quality Components in Contemporary Teacher Education Systems |
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| Language: | English |
| Authors: | Jafar Jafarov |
| Source: | Turkish Online Journal of Educational Technology - TOJET. 2026 25(1):45-58. |
| Availability: | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education, Educational Change, Technological Advancement, Foreign Countries, Public Policy, Global Approach, Educational Policy, Educational Practices, Universities, Models, Strategic Planning, Educational Quality |
| Geographic Terms: | Azerbaijan |
| ISSN: | 1303-6521 2146-7242 |
| Abstract: | The rapid digitalisation of education, the expansion of artificial intelligence, and the global shift towards competence-based pedagogies have fundamentally transformed the priorities of modern teacher education systems. This study aims to develop a multi-level analytical framework for evaluating the quality of teacher education by integrating global policy models, national education reforms in Azerbaijan, and institutional practices at Azerbaijan State Pedagogical University (ASPU). A qualitative-analytical research design was employed based on document analysis of international frameworks (OECD, UNESCO, World Bank, ESG, CAEP), national strategic policy documents, and institutional quality assurance instruments at ASPU. The findings indicate that teacher education quality is shaped through the interaction of five core dimensions: digital competence, research-oriented pedagogy, personalised learning design, outcome-based curricula, and sustainable internal quality assurance mechanisms. At the national level, Azerbaijan's education reforms demonstrate a strong transition towards competence-based governance, professional accountability, and digital transformation. At the institutional level, ASPU operationalises these reforms through PDCA-based quality assurance, STEAM-integrated teacher training, digital learning platforms (LMS, Moodle, virtual laboratories), and multi-criteria academic staff evaluation systems. The study concludes that digitalisation and AI alone do not guarantee improved teaching quality; their effectiveness depends on institutional culture, leadership capacity, professional development ecosystems, and transparent quality indicators. The ASPU case confirms that future-oriented teacher education requires systemic coherence, strong governance, and a sustained culture of quality. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497809 |
| Database: | ERIC |
| Abstract: | The rapid digitalisation of education, the expansion of artificial intelligence, and the global shift towards competence-based pedagogies have fundamentally transformed the priorities of modern teacher education systems. This study aims to develop a multi-level analytical framework for evaluating the quality of teacher education by integrating global policy models, national education reforms in Azerbaijan, and institutional practices at Azerbaijan State Pedagogical University (ASPU). A qualitative-analytical research design was employed based on document analysis of international frameworks (OECD, UNESCO, World Bank, ESG, CAEP), national strategic policy documents, and institutional quality assurance instruments at ASPU. The findings indicate that teacher education quality is shaped through the interaction of five core dimensions: digital competence, research-oriented pedagogy, personalised learning design, outcome-based curricula, and sustainable internal quality assurance mechanisms. At the national level, Azerbaijan's education reforms demonstrate a strong transition towards competence-based governance, professional accountability, and digital transformation. At the institutional level, ASPU operationalises these reforms through PDCA-based quality assurance, STEAM-integrated teacher training, digital learning platforms (LMS, Moodle, virtual laboratories), and multi-criteria academic staff evaluation systems. The study concludes that digitalisation and AI alone do not guarantee improved teaching quality; their effectiveness depends on institutional culture, leadership capacity, professional development ecosystems, and transparent quality indicators. The ASPU case confirms that future-oriented teacher education requires systemic coherence, strong governance, and a sustained culture of quality. |
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| ISSN: | 1303-6521 2146-7242 |
