Example 13 from research. Cochran- Smith (2021)

In this discussion and comparison article, Cochran-Smith (2021: 8) firstly highlights the “enormous variation across countries among accountability policies, initiatives, and approaches as well as an array of competing claims about their efficacy and impact in teacher preparation.” Cochran Smith (2021: 21) discusses how notions of pedagogy are lost in many teacher education programmes, but that the concept of “intelligent professional responsibility” could provide a way forward, and that “there are efforts in teacher education to reclaim accountability with more intelligent approaches through local community-based programmes, scaled-up programmes with different notions of what counts in accountability, consortia of institutions committed to focusing on local needs, and country-wide efforts to rethink accountability.”