This issue of the Journal of Teacher Education highlights two challenges of creating and documenting high-quality teacher education. First, teacher educators working in any program often hold varying views about program goals and vision. Variation that represents ongoing principled reflection is coherence-asprocess, a characteristic of high program quality (Richmond et al., 2019). But too much disagreement among teacher educators and their students about the essence of a program may reflect undesirable fragmentation. Unless teacher educators have ongoing discussions about program curriculum and outcomes, an institution may have a set of required courses, but no “program” that links them. In addition, university faculty and mentors too often have different views of expectations and outcomes. Second, although it is a familiar trope that assessments drive instruction, the idea that assessments drive agreement about program quality is undercut by variation in how faculty and students implement assessments, as well as how different programs take up assessments and use them in practice. Scores on observations of teaching practice may not match holistic views of quality; surveys of program graduates may be only modestly related to performance outcomes; commonly used assessments such as edTPA may be variously implemented across programs. These challenges in creating and documenting quality raise questions about how programs can reorient their goals to address newly salient issues: social justice, civic discourse, and environmental change. If program leaders wish to change programs to more explicitly address social justice, how can they work with university and K-12 teacher educators to create a shared vision that is coherent across learning experiences?

中文翻译：

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迈向教师教育的新愿景：应对课程一致性的挑战

本期《教师教育杂志》强调了创建和记录高质量教师教育的两个挑战。首先，在任何项目中工作的教师教育工作者通常对项目目标和愿景持有不同的看法。代表持续原则性反思的变化是连贯过程，这是高程序质量的一个特征（Richmond et al., 2019）。但是教师教育者和他们的学生之间对课程本质的太多分歧可能反映了不受欢迎的碎片化。除非教师教育者对项目课程和成果进行持续讨论，否则机构可能有一套必修课程，但没有将它们联系起来的“项目”。此外，大学教师和导师往往对期望和结果有不同的看法。第二，尽管评估推动教学是一个熟悉的比喻，但评估推动有关课程质量的一致性的想法因教师和学生实施评估的方式以及不同课程如何进行评估并在实践中使用它们的差异而受到削弱。教学实践观察的分数可能与质量的整体观点不符；对项目毕业生的调查可能仅与绩效结果适度相关；诸如 edTPA 之类的常用评估可能会在各个项目中以不同方式实施。这些在创建和记录质量方面的挑战引发了关于项目如何重新调整其目标以解决新的突出问题的问题：社会正义、公民话语和环境变化。如果项目负责人希望更改项目以更明确地解决社会正义问题，