A Flying Start

Improving Initial Teacher Preparation Systems

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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.


The role of initial teacher preparation

This chapter describes the background of the OECD Initial Teacher Preparation Study, discusses its methodology and presents its outputs. It introduces the Teacher Education Pathway Model that served as an organising framework to the Study. Further, the chapter explores the concept of initial teacher preparation both as part of the continuum of teachers’ professional learning and as a complex system encompassing a variety of stakeholders and artefacts. Finally, it lays out the key challenges of initial teacher preparation systems as they relate to the Pathway Model.


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