This publication would not have been possible without the support of a number of organisations and individuals.
First and foremost the OECD Secretariat would like to thank the governments of each country participating in the OECD Initial Teacher Preparation Study for their collaboration, in particular the ministries and departments of education of Australia, Japan, Korea, the Netherlands, Norway, the United States and Wales (United Kingdom). We thank the national coordinators who coordinated the production of Country Background Reports, organised the review visits and rich programmes for the expert teams to meet with hundreds of stakeholders at the national level, as well as provided feedback to the various outputs of the study, including this report. They are: Melissa Dummett, Graeme Grant, Kirsty Leslie and Penny Searson from Australia, Tsutomu Takaguchi, Kumiko Kakinuma and Makito Yurita from Japan, Hwan Young Jang and Sue Bin Jeon from Korea, Hans Ruesink and Annelise Sprenger from the Netherlands, Toril Fiva and Brynhold Simonsen from Norway, Jenny Demonte from the United States, Eithne Hughes, Gemma Nye, Julie Owens and Lisa Drury-Lawson from Wales (United Kingdom). We extend our thanks to all the stakeholders in these countries – policy makers, teachers, teacher educators, government agents and other professionals – who contributed to the study with their invaluable insights and remarkable practices. They have been an inspiration for all expert teams.
In addition, we thank all the experts who contributed with their expertise to the reviews: Juuka Alava, Tracey Burns, Francesca Caena, Philippa Cordingley, Michael Day, Carlijn Dejong, Lisbeth Hens, Gaby Hostens, Kirsti Klette, Ee Ling Low, Rob McIntosh, Edmund Misson, Emily Rainey, Nóra Révai and Danielle Toon.
We extend our gratitude to the team at the OECD Secretariat that oversaw the Study: Hannah von Ahlefeld, the tireless project lead, Kjetil Helgeland, Yoon Young Lee, Sandrine Peterson and Florence Bernard.
This report has been prepared by Alejandro Paniagua and Nóra Révai from the OECD Secretariat and Danielle Toon (external expert). We also acknowledge contributions from Philippa Cordingley and Rob McIntosh for some sections, as well as Florence Bernard, Henri Pearson and Carine Viac for editing and the preparation of the publication.
In addition, we would like to further extend our thanks to the many colleagues within the OECD Secretariat who have aided in supporting and developing this work. In particular, Karine Tremblay, who reviewed and provided valuable suggestions to the report, and supervised the Study, and to Yuri Belfali for her valuable input.
Last but not least, we would like to thank the members of the Education Policy Committee who have provided various comments and input throughout the different phases of this study.