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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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Towards principles of governing initial teacher preparation systems?

This last chapter discusses four principles that emerge from the challenges and strategies presented in this report with regards to governing initial teacher preparation systems. In particular, it first highlights the importance of strategic thinking and sets out a vision for initial teacher preparation (ITP) in the context of teacher learning as a continuum. Second, it discusses key elements of effective knowledge governance and how these can be implemented with respect to ITP. Third, the chapter emphasises the role of building capacity at the individual, organisational and system levels. Finally, it concludes by emphasising a whole-of-system perspective through strong partnerships and networks to drive systemic improvement.

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