A Flying Start

Improving Initial Teacher Preparation Systems

Addressing teacher education in all its complexity is fundamental to ensuring that all students reach their potential in today’s increasingly diverse classrooms and rapidly changing environment. This report provides insight into key features of selected teacher preparation systems by analysing the information collected in the OECD Initial Teacher Preparation (ITP) study. The ITP study investigated the policy environments of the first phase of continuous teacher learning in seven countries to identify challenges, strengths and innovations: Australia, Japan, Korea, the Netherlands, Norway, the United States and Wales (United Kingdom). A Flying Start: Improving Initial Teacher Preparation Systems describes the challenges of designing and sustaining initial teacher preparation systems and proposes strategies for different levels of the system (policy, teacher education institutions and schools), based on both international evidence and practices identified in the study. The report can therefore act as a resource for policy makers, teacher educators, educational leaders, teachers and the research community.

Published on April 11, 2019


Executive Summary
The role of initial teacher preparation
How can we ensure an evidence-informed, self-improving initial teacher preparation system?
How can we ensure a balanced teacher workforce?
How can initial teacher preparation equip teachers with updated knowledge and competences?
How can we provide integrated early professional development for new teachers?
Towards principles of governing initial teacher preparation systems?
Annexes4 chapters available
Methodology of policy review
Mapping initial teacher preparation system on the OECD Teacher Education Pathway
System level SWOT analyses in initial teacher preparation systems
List of Promising Practices on Teacher Ready!
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