Early childhood and schools

TALIS Initial Teacher Preparation study

 

About | Country participation | Scope | Study rationale | Find out more | Coming soon | Contact

 

About

The OECD Initial Teacher Preparation (ITP) Study - through its SWOT policy diagnosis, quick feedback to policy makers in the grips of ITP reform and collegial approach - seeks to identify and explore common challenges, strengths and innovations in initial teacher preparation systems in participating countries/economies, with a view to developing an international benchmark on effective initial teacher preparation systems.

A conceptual framework – known as the OECD Teacher Education Pathway Model (adapted from (Roberts-Hull, Jensen and Cooper, 2015) – defines the scope of the study. It maps four consecutive pathways for teachers, including so-called “alternative” routes into the profession – from when candidates are selected into ITE programmes, complete the ITE programme, enter teaching and spend their first years in the profession – with six themes:

  • Attracting candidates into ITE programmes
  • Selecting the most suitable candidates into ITE programmes
  • Equipping prospective teachers with what they need to know and do
  • Evaluating quality ofITE programmes
  • Certifying and hiring new teachers
  • Supporting new teachers

Country participation

Australia, Japan, Korea, Netherlands, Norway, Saudi Arabia and the United States, with Wales (United Kingdom), are participating in the study. 

Scope

Initial teacher preparation in the ITP study is defined as a composite of pre-service education and induction. Pre-service education includes alternative pathways, in addition to the formal education in particular field(s) of study and practical and pedagogical training that prospective teachers must complete to obtain the diploma/degree required to become a public school teacher. Induction, an element of in-service education, is the activities organised to support beginning teachers, such as formal and informal mentoring, support sessions, peer-work, etc. The study does not cover continuous professional development. 

Study rationale

If “…the quality of an education system cannot exceed the quality of its teachers…” (Barber and Mourshed, 2007), then the task of training teachers ought to be a policy priority.

The OECD Initial Teacher Preparation (ITP) study is based on the premise that a policy-driven system-level approach that conceptualises initial teacher education as one intrinsic part of the continuum of teachers’ professional growth and development will improve the quality of teaching and education. An initial teacher preparation system, as defined in this study, is co-constructed by stakeholders in governments, teacher education institutions, schools, research organisations, teacher unions and associations and others who work together to reflect, develop, evaluate, reform where necessary and monitor the quality of teacher provision, thereby ensuring active feedback loops in a continuous improvement cycle (see Roberts-Hull, Jensen and Cooper, 2015).

Find out more

Blog: Developing an agenda for research and education in Wales, by Hannah von Ahlefeld

 
OECD ITP Study - Project Brochure (English)

Download the brochure.

Coming soon…

An interactive infographic-style platform entitled Teacher Ready! is in development to disseminate findings from the different phases of the study. The platform is designed to appeal to policy makers, in addition to teachers, teacher educators, mentors, school leaders, researchers and others. It is organised in 4 parts:

  • About the study. The study, its conceptual framework, methodology, contributors, key references and glossary, are presented using icons and infographics.
  • Exploring the evidence base on initial teacher preparation, drawing on the latest international data, research and policy findings.
  • National reports highlight the latest teacher and ITP data, including "Did you know?" sliders in each country; a SWOT (Strengths, Weaknesses, Opportunities and Threats) policy diagnosis report following the 6 themes of the OECD Teacher Education Pathway model, supported by different case studies, charts and infographics collected as part of the visit; useful country-level resources; detailed information on the different ITP players in each country; details of the visit itself; and the country background report (self-evaluation questionnaire) prepared by each country in advance of each visit.
  • Synthesising findings. To be released with the final report, this will synthesise challenges, promising policy levers and practices, and innovative approaches in ITP systems in participating countries/economies – and explore what makes an effective initial teacher preparation system.

 

Contact

Hannah von Ahlefeld
Project Lead
hannah.vonahlefeld@oecd.org

Yoon Young Lee
Consultant
yoonyoung.lee@oecd.org

Sandrine Peterson
Consultant
sandrine.peterson@oecd.org

Florence Bernard
Assistant
Florence.BERNARD@oecd.org

 

 

 

Related Documents