Quality in TESOL and Teacher Education. Martínez Agudo, Juan de Dios (Ed.) (2020). Routledge, Print ISBN: 9780367187873, 0367187876, eText ISBN: 9780429582349, 042958234X
DOI:
https://doi.org/10.30827/portalin.vi33.26651Keywords:
Book ReviewAbstract
Concern for the quality of educational systems has been prevalent worldwide. For many years, governments have strived to improve their educational systems and have passed successive laws with this aim. Frequently, the quality of education has been conceived as a philosophical and instrumental tool that intervenes in social transformation at a global level, and it has been given such importance that, in recent years, it has become the key term of the educational legislation of most countries (Madrid & Julius, 2017). The concept of quality has been understood in many ways. In the educational field, a quality education focuses on the entire person: on socio-affective and personal dimensions, as well as on the cognitive development of students, regardless of their gender, race, ethnicity, socioeconomic status or geographic location.
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References
Madrid Manrique, M. & Madrid, D. (2014). La formación inicial del profesorado para la educación
bilingüe. Editorial Universidad de Granada.
Richards, J (2020). Afterword. In J de D. Martínez Agudo (Ed.), Quality in TESOL and Teacher
Education (pp. 275-276). Routledge.
Madrid, D. y Julius, S. (2017). Quality factors in bilingual education at the university level. Porta Linguarum 28, pp. 49-66.
Madrid, D. & Roa, J. M. (2018). Which Vvriables affect the quality of bilingual programmes the most? Revista de Educación, 382, pp. 79-102. DOI: 10.4438/1988-592X-RE-2018-382-393.
UNESCO (2005). Education for all, available from: http://portal.unescoorg/education/en/ev.phpURL_ID=35939&URL_DO=DO_TOPIC&URL_SECTION=201.html.
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