THE OECD INITIAL TEACHER PREPARATION (ITP) STUDY

– 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.

What is ITP?

Pre-service
education
Induction
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Initial teacher preparation is defined by the OECD as a composite of:

  • Pre-service education: Education and training provided to prospective teachers before they are qualified to teach.
  • Induction: Activities designed to support new teachers.

The study does not cover continuous professional development of teachers.

OECD Teacher Education Pathway Model

Why is ITP important?

PREPARATION IS EVERYTHING!

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.

Which countries?

There are 7 countries participating in the ITP study

How does it work?

Phase 1
Exploring the evidence

Explores the evidence base on initial teacher preparation, using the OECD Teacher Education Pathway Model.

Phase 2
Visiting and diagnosing

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.

Phase 3
Synthesising findings

Synthesises challenges, strengths and innovative approaches in ITP systems in participating countries and explores what makes an effective initial teacher preparation system.

Who's involved?

OECD
SECRETARIAT
NATIONAL
CO-ORDINATORS
OECD
EXPERTS
COUNTRY
STAKEHOLDERS
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OECD
SECRETARIAT
Karine Tremblay
Team Leader
Hannah von Ahlefeld
Project Lead
Kjetil Helgeland
Analyst
Nóra Révai
Policy Analyst
Carine Viac
Analyst
Yoon Young Lee
Consultant
Sandrine Peterson
Consultant
Alejandro Paniagua
Consultant
Florence Bernard
Assistant
Diana Tramontano
Assistant
NATIONAL
CO-ORDINATORS
Melissa Dummett
Australia
Graeme Grant
Australia
Kirsti Leslie
Australia
Tsutomu Takaguchi
Japan
Kumiko Kakinuma
Japan
Hans Ruesink
Netherlands
Sue Bin Jeon
Korea
Hwan Young Jang
Korea
Makito Yurita
Japan
Toril Fiva
Norway
Brynhold Simonsen
Norway
Jenny Demonte
United States
Eithne Hughes
Wales (UK)
Julie Owens
Wales (UK)
Gemma Nye
Wales (UK)
OECD
EXPERTS
Tracey Burns
OECD
Juuka Alava
University of Jyväskylä
Francesca Caena
Education consultant
Philippa Cordingley
CUREE (UK)
Michael Day
University of Roehampton
Liesbeth Hens
Ministry of Education & Training, Flanders
Ee Ling Low
Nanyang Technological University
Kirsti Klette
University of Oslo
Karlijn Dejong
University of Applied Sciences Leiden
Gaby Hostens
Consultant
Rob McIntosh
Consultant
Edmund Misson
AITSL, Australia
Emily Rainey
University of Pittsburgh
Nóra Révai
OECD
Danielle Toon
Learning First
COUNTRY
STAKEHOLDERS
Teacher Education Institutions
State and Local Authorities
National Ministries and Agencies
Schools
Associations
Teacher Unions