– through its SWOT policy diagnosis, quick feedback to policymakers in the grips of ITP reform and collegial approach – seeks to identify and explore common challenges and strengths in initial teacher preparation systems in participating countries, with a view to developing an international benchmark on effective initial teacher preparation systems.
Initial teacher preparation is defined by the OECD as a composite of:
The study does not cover continuous professional development of teachers.
OECD Teacher Education Pathway Model
Adapted from Roberts-Hull, K., B. Jensen and S. Cooper (2015), A New Approach: Reforming teacher education, Learning First, Australia.
Preparing teachers for the classroom by promoting policies and practices that support and develop teachers as professional learners – from initial teacher education to induction and ongoing professional development – can help lay the foundations of a stronger teaching profession and quality education system.
Explores the evidence base on initial teacher preparation, using the OECD Teacher Education Pathway Model.
Brings together teams of OECD experts and peers to visit participating countries for 5 days to conduct a SWOT policy diagnosis and present initial findings for discussion.
Synthesises challenges, strengths and innovative approaches in ITP systems in participating countries and explores what makes an effective initial teacher preparation system.
