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Over hele verden har politiske diskusjoner om laererutdanning og dens rolle for laererkvalitet en tendens til a fokusere pa debatter om laererutdanningens karakter og behovet for avanserte sertifiseringsordninger for laerere. Vi argumenterer i denne artikkelen for at feltet har behov for et utvalg indikatorer—en rekke sterke, forskningsbaserte indikatorer som kan brukes bade pa store offentlige universiteter, samt sma regionale hoyskoler. Disse indikatorene ma vaere relevante for laerersertifisering pa tvers av alders- og utviklingsstadier. I denne artikkelen knytter vi oss til en pagaende samtale om mater a koble teori og praksis i laererutdanningen, og andre forskeres arbeid med a identifisere slike kvalitetsindikatorer for laererutdanning, ved a analysere laererutdanningsprogram i Finland, Norge, Chile, Cuba og USA. Vi foreslar at laererutdanning blir designet rundt en klar og felles visjon om god undervisning; den er koherent ved at den kobler teori og praksis og gir muligheter til a laere som er pa linje med programmets visjon for god undervisning; og den gir muligheter til a praktisere undervisning. Det er okende enighet i forskningslitteraturen om disse tegnene pa kvalitet, og vare analyser viser at det ogsa er et gryende empirisk grunnlag som gir stotte til verdien av dem. Nokkelord: laererutdanning, kvalitetsindikatorer, komparativ forskning Abstract Around the world, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for teachers to possess advanced degrees or certification. The field is in need of an array of indicators, we argue in this article—a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional colleges. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this article, we report on a growing conversation about ways of linking theory and practice in teacher education, and efforts on the part of researchers to identify key features of powerful teacher education, analyzing teacher education programs in Finland, Norway, Chile, Cuba and the US. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature, there is also an emerging empirical base that provides support for the value of them, as suggested from these analyses. Keywords: teacher education, teacher preparation, quality indicators, comparative research

Conceptual Framework for Analyzing Qualities in Teacher Education: Looking at Features of Teacher Education from an International Perspective