Initial teacher preparation is the first step in the continuum of teacher learning and should mark the beginning, not the end, of the process of professional development. This involves considering teacher education as a continuous process, starting with attracting and selecting candidates, equipping them with the necessary competences through quality training, certification and registration, and then supporting their early development in schools.
Teacher initial education
The quality of teachers relies heavily on their initial education, which equips them with the knowledge and skills to teach effectively and to meet the needs of their institution and students.
Key messages
A coherent and comprehensive initial teacher education curriculum covers both content and pedagogical knowledge, and develops practical skills linked to theoretical knowledge. Ensuring that emerging evidence and new models of teaching and learning are regularly integrated in initial teacher education requires a continuous collective reflection on teachers’ knowledge involving both university- and school-based teacher educators. Strong partnerships between schools and teacher education institutions, or communities of collaborative enquiry, can facilitate this reflection and support the alignment of teacher education content and the school context.
Early professional development involves reflecting on teaching and learning based on research and should be part of an ongoing culture of professional learning. In addition to opportunities to refine teaching skills, new teachers need to engage in creative processes of reflection and evaluation of teaching and learning models, drawing on research evidence and student data in order for teacher learning to be ‘grounded in practice’. Mentoring programmes can be drivers of quality induction if they build on good practices. When induction and support programmes are integrated in a professional learning culture, schools are able to engage new teachers in innovation and continuous school improvement.
Context
Duration of initial teacher education programmes
In 2021 the duration of initial teacher education programmes varies from 3 years to 6.5 years for prospective lower secondary teachers of general subjects. Usually, it is similar for primary and secondary teachers, but shorter for pre-primary teachers. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
Duration of initial teacher education, by level of education (2021)
Pathways to becoming a teacher
Initial teacher education at pre-primary to lower secondary levels is organised according to the concurrent model (pedagogical and practical training provided at the same time as courses in academic subject matter) in more than 75% of OECD and partner countries. At upper secondary level, concurrent and consecutive (pedagogical and practical training come after courses in the academic subject matter) models are approximately as common.
Pathways to becoming a teacher or school head, by level of education (2021)
