Promising Practices | OECD

Promising Practices

The OECD Review Team identified a number of “Promising practices” in each country. These practices may not be widespread or representative, but seen in the context of other challenges, they represent a strength or opportunity to improve the country’s initial teacher preparation system – and for other countries to learn from them.

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Theme

Attracting
Selecting
Equipping
Quality
Certify and hire
Supporting

Stakeholder

Policymaker
Researcher
School leader
New teacher
Teacher educator

Country

Australia
Japan
Korea
Netherlands
Norway
Wales (UK)
United States

Promising Practice 1

Attracting Teachers to Schools in Rural and Remote Areas in Australia

Promising Practice 2

Recruiting Highly Qualified Mature STEAM Graduates to Teaching in Australia

Promising Practice 3

The National Exceptional Teachers for Disadvantaged Schools Initiative in Australia

Promising practice 4

Improving the Quality of the Selection Process of Teacher Candidates in Australia

Promising practice 5

Clinical Practice Approaches in Initial Teacher Education in Australia

Promising Practice 6

Australian Professional Standards for Teachers

Promising Practice 7

New Accreditation for Initial Teacher Education Programmes in Australia

Promising Practice 8

Creating a Pipeline to Teaching in Tasmanian Government Schools: From the University to Hire

Promising Practice 1

Competitive Selection into Higher Education in Japan, Coupled with Diverse Selection Filters

Promising practice 2

Exploring the Alignment of Initial Teacher Education to the New National Curriculum in Japan: teaching for active learning

Promising Practice 3

The Use of Lesson Study to Develop Teachers in Japan

Promising practice 4

Collaboration between and within Universities, Boards of Education and Schools in Japan

Promising Practice 5

Hiring the Best Teachers: The Role of the Teachers’ Employment Examination in Japan

Promising practice 6

Mandatory 1-year Induction for New Teachers in Japan

Promising practice 7

Annual Reporting of Data on Initial Teacher Education Programmes in Japan

Promising practice 1

Attracting and Developing Teachers for the 4th Industrial Revolution in Korea

Promising Practice 2

Transforming pedagogy in Initial Teacher Education: Strategic support for innovation at Ewha Womans University in Korea

Promising Practice 3

Managing the oversupply of teachers using quality assessments

Promising Practice 4

Professional learning communities and master teacher networks: Building collective responsibility for the profession and for supporting new teachers

Promising practice 5

Pre-employment Training for New Teachers in Gyeong-gi Province in Korea

Promising Practice 1

Employment-based routes into senior secondary vocational education in the Netherlands

Promising Practice 2

Increasing the quality of entrants to primary teacher education in the Netherlands

Promising Practice 3

Schools and Teacher Education Institutions Co-creating ITE Programmes in the Netherlands

Promising Practice 4

Industry-developed Professional Standards for Teacher Educators in the Netherlands

Promising Practice 5

University accreditation system: Encouraging a culture of quality in the Netherlands

Promising practice 6

Knowledge Bases for Initial Teacher Education in the Netherlands

Promising Practice 1

Introducing a Five-Year Master’s Degree for All Teachers in Norway

Promising Practice 2

Increasing Specialist Subject Training and Knowledge Requirements for Prospective and Current Teachers in Norway

Promising Practice 3

Ownership and Understanding of the National Teacher Preparation Guidelines in Norway

Promising Practice 4

Integrating knowledge and practice in Teacher Education in Norway

Promising Practice 5

The Role of the Norwegian Agency for Quality Assurance in Education

Promising Practice 6

Center for Professional Learning in Teacher Education (ProTed): promoting innovation, research strategic partnerships and sharing of best practice in initial teacher education

Promising Practice 1

Professional learning based on systematic enquiry in the Fern Federation in Wales

Promising Practice 2

Towards a research-informed, evidence-based reform agenda in initial teacher education in Wales

Promising Practice 3

ITE programme accreditation in Wales as a means to strengthen research-informed initial teacher education programmes

Promising Practice 1

Teacher residencies featuring the Centre for Inspired Teaching

Promising practice 2

Addressing Teacher Diversity in the United States through NYC Men Teach

Promising Practice 3

Clinical Faculty in the United States

Promising Practice 4

TeachingWorks: A practice-based approach for preparing teachers in the United States

Promising Practice 5

Massachusetts’ Review and Approval of ITE Programmes

Promising practice 6

Cross-state Networks for the Improvement of Teacher Education: Deans for Impact