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A Flying Start

Improving Initial Teacher Preparation Systems

image of A Flying Start

Addressing teacher education in all its complexity is fundamental to ensuring that all students reach their potential in today’s increasingly diverse classrooms and rapidly changing environment. This report provides insight into key features of selected teacher preparation systems by analysing the information collected in the OECD Initial Teacher Preparation (ITP) study. The ITP study investigated the policy environments of the first phase of continuous teacher learning in seven countries to identify challenges, strengths and innovations: Australia, Japan, Korea, the Netherlands, Norway, the United States and Wales (United Kingdom).

A Flying Start: Improving Initial Teacher Preparation Systems describes the challenges of designing and sustaining initial teacher preparation systems and proposes strategies for different levels of the system (policy, teacher education institutions and schools), based on both international evidence and practices identified in the study. The report can therefore act as a resource for policy makers, teacher educators, educational leaders, teachers and the research community.

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Foreword

We demand a lot from our teachers. We expect them to have a deep and broad understanding of what they teach and whom they teach, because what teachers know and care about makes such a difference to student learning. That entails professional knowledge (e.g. knowledge about a discipline, knowledge about the curriculum of that discipline, and knowledge about how students learn in that discipline), and knowledge about professional practice so they can create the kind of learning environment that leads to good learning outcomes. It also involves enquiry and research skills that allow them to be lifelong learners and grow in their profession. Students are unlikely to become lifelong learners if they don’t see their teachers as lifelong learners.

English

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