Designing and Reflecting on Process Quality: A Case Study of Encounters and Clashes among First-year Students in Teacher Education

Abstract

Quality assurance is a major topic in discussions of higher education. General quality indicators for learning processes emerge as a part of the concept to emphasise dimensions that predicts students’ learning outcomes. How can teaching designed as inquiry-based learning (IBL) improve process quality? By exploring how the curriculum is applied in an unfolding teaching and learning process for first-year students from a teacher education programme in Norway, one discovers complexities related to general guidelines. The aim is to highlight the discussion of innovative designs for learning to improve process quality, and to show that localised knowledge practice is an important contribution avoiding simplicity in general terms as a measure of quality.