Results from the Teacher Knowledge Survey

Annex B. Background survey on pathways into teaching and teachers’ professional development

To support the analysis of the results of the Teacher Knowledge Survey (TKS), the OECD Secretariat conducted a survey on pathways into teaching and teachers’ professional development in participating countries. This survey was adapted from the 2021 OECD-INES-NESLI survey on pathways to become a teacher and the professional development of teachers. Countries completed the survey in March-April 2025, with reference to fully-qualified teachers at the lower secondary (ISCED 2) level in the school year 2023/24 (2024 for Southern Hemisphere countries).

The results of this survey are summarised in Table A B.1 to Table A B.6.

Table A B.1. Initial teacher education

Country	Total duration	Predominant organisation1	Total duration of pedagogical and practical training (for consecutive models)	ISCED qualification awarded	Additional information
Chile	M	m	m	m
Croatia	4 or 5 years	Consecutive	2 years	ISCED 7	The total duration of initial education for ISCED 2 teachers depends on whether candidates complete only an undergraduate university programme or both undergraduate and graduate programmes. They may complete a 3-year undergraduate programme (BA or equivalent), or a 3-year undergraduate programme followed by a 2-year graduate programme (MA in education or a relevant subject). However, if they complete only the 3-year undergraduate programme, they are required to complete additional pedagogical, psychological, didactic, and methodological training (usually lasting 1 year if taken separately). In most cases, ISCED 2 teachers complete 5 years of initial education.
Morocco	4 years	Consecutive	1 year	ISCED 6	After completing a bachelor's degree in university (3 years), initial teacher education includes one school year in which teachers receive theoretical training in pedagogy and didactics while also completing classroom practice placements (6 hours per week over the course of 20 weeks).
Poland	5 or 6.5 years	Concurrent	a	ISCED 7	The duration of initial teacher education for the concurrent model is typically 5 years (at least 9 semesters); for the consecutive model it is typically 6.5 years (at least 11 semesters). The predominant concurrent model combines subject-specific and pedagogical and practical training within general degree programmes. Students, enrolled in fields preparing for diverse careers, may opt for a teaching specialisation, choosing it by the second year (e.g. Polish studies, where students may prepare for careers in literary institutions, publishing, media, or teaching). This model is delivered either as a long-cycle programme (min. 9 semesters) or a first-cycle plus second-cycle programme (min. 6 + 3 semesters), as defined in the national standards for initial teacher education. Part-time programmes may last longer than the corresponding full-time programmes. In the consecutive model, graduates of a degree programme—either long-cycle or a combination of first- and second-cycle studies— without teacher training can qualify as teachers by completing a non-degree postgraduate teacher education programme, lasting at least 3 semesters, also in line with the national standards.
Portugal	5 years	Consecutive	2 years	ISCED 7	Initial teacher education includes a first degree in a scientific/subject area (3 years) and a master's in education (2 years), obtained through an initial teacher training course at a college or university.
Saudi Arabia	4 years	Concurrent	a	ISCED 5
South Africa	4 years	Consecutive	1 year	ISCED 6	The Bachelor of Education is 4 years in duration. However, a candidate with a degree completed over 3 years (BSC, BA, BCOM) can then complete a post graduate PGCE in 1 year to become a qualified teacher, satisfying the 4 years. Universities may have their own requirements for the duration of the pedagogic and practical components of a teaching qualification. Teaching practice duration can vary but typically ranges between 5-6 weeks per module depending on the phase and university. The duration of pedagogical / theory modules can be 5 weeks per module and varies across universities.
United States	M	m	m	m

Note:

1. Initial teacher education can follow a concurrent model or a consecutive model. In the concurrent model, pedagogical and practical training are provided at the same time as subject matter courses. In the consecutive model, pedagogical and practical training follow the subject matter courses. Both models may be offered in the same country.

Table A B.2. Content of initial teacher education

Country	Content required as part of initial teacher education
Academic subject/subject matter studies	Pedagogical studies/ didactics	Educational science studies	Child/adolescent development studies	Research skills development	Dissertation1
Chile	m	m	m	m	m	m
Croatia	Yes	Yes	Yes	Yes	At the discretion of teacher education institutions	At the discretion of teacher education institutions
Morocco	Yes	Yes	At the discretion of teacher education institutions	At the discretion of teacher education institutions	Yes	Yes
Poland	Yes	Yes	Yes	Yes	Yes	Yes
Portugal	Yes	Yes	Yes	Yes	Yes	Yes
Saudi Arabia	Yes	Yes	Yes	Yes	Yes	Yes
South Africa	Yes	Yes	Yes	Yes	m	m
United States	m	m	m	m	m	m

Note:

1. Dissertation on pedagogical issues required based on students' own research.

Table A B.3. Teaching practicum requirements

Country	Teaching practicum required as part of initial teacher education	Typical total duration of teaching practicum
Chile	m
Croatia	Yes	Varies depending on the specific programme and institution
Morocco	Yes	In the first year of pedagogical training, internships are conducted for 6 hours per week in educational establishments over a period of 20 weeks.
Poland	Yes	150 hours. The minimum total number of hours for practical training/internships is defined in national standards on ITE, but the number of hours specifically devoted to teaching practicum understood as “supervised/guided teaching experience” is not separately specified. The typical total duration of the internship is 120 hours for the subject area of teaching and learning processes, and another 30 hours for the psychology and pedagogy component; together 150 hours.
Portugal	At the discretion of teacher education institutions	Between 1 semester and 1 year.
Saudi Arabia	Yes	3 months i.e. 1 semester.
South Africa	Yes	Varies depending on the university, e.g. UNISA have a 5- week module for BEd programmes (Foundation, Intermediate, Senior and FET phases); Wits University have 6-week sessions of Teaching practice. The PGCE can have 10 weeks of teaching practice that are split into 2x5 weeks; University of Cape Town (UCT) can have 3 periods of teaching practice ranging from 2-6 weeks. Teaching practice takes place at different schools each time.
United States	m

Table A B.4. Formal induction programmes in schools

Country	Requirements for schools to offer formal induction programme for new teachers	Typical duration	Completion of induction programmes required to obtain credentials/ full certification	Additional information
Chile	m	m	m
Croatia	Mandatory	12 months	Yes	In accordance with legal provisions (Act on Education in Primary and Secondary Schools), a person employed for the first time in the profession as a teacher, educator, or professional associate enters into an employment relationship as a trainee. The traineeship lasts one year, during which the trainee is prepared for independent work. During the traineeship, the trainee is required to attend at least 30 hours of their mentor’s classes, while the mentor must observe at least 10 hours of the trainee’s classes. The manner and conditions for completing the traineeship, as well as for taking the professional examination for teachers and professional associates in primary education and teachers in secondary education, are regulated by the Regulation on Taking the Professional Examination for Teachers and Professional Associates in Primary Education and Teachers in Secondary Education. These matters fall under the jurisdiction of the Education and Teacher Training Agency and the relevant Professional Chamber.
Morocco		One school year, depending on the dynamics of the relationship between the teachers (not mandatory)	No	In each institution, there is a mentor teacher who supports the newcomers, chosen according to a procedure specific to each institution
Poland	Mandatory	45 months (regulations stipulate: 3 years and 9 months)	No	If employed for at least half of the statutory teaching load, novice teachers undergo a compulsory induction period.
Portugal	m		No	There are no officially defined induction programmes for teachers, only projects, such as LOOP (DGAE; www.dgae.medu.pt).
Saudi Arabia	Mandatory	3-5 days	No
South Africa	Mandatory	2 years	Yes	In South Africa, the Department of Basic Education has collaborated with VVOB to develop and pilot an Induction Programme for newly qualified teachers. Guidelines for the orientation programme were also developed and disseminated. An impact study of the induction programme is 4 provinces was conducted.
United States	m	m	m

Table A B.5. Alternative pathways into the teaching profession

Country	Existence of alternative pathways into teaching profession	Number of possible pathways	Additional information
Chile	m	m
Croatia	No	a
Morocco	No	a
Poland	No	a	In Poland, while there is no general alternative training pathway to become a fully qualified teacher, national legislation allows subject-specific exceptions to the standard requirement of a long-cycle Master's degree or combined first- and second-cycle studies. All qualification pathways, including exceptions, must include pedagogical and practical training. At ISCED level 2, these exceptions with respect to expected teacher qualifications include: Family Education (can be taught by fully qualified teachers of other subjects who completed a qualification course in Family Education*), Regional Language (can be taught by those with a first-cycle degree in this language), Religion (can be taught by those meeting specific qualifications defined in agreements with religious authorities), and Foreign Languages (can be taught, inter alia, by individuals holding a first- or second-cycle/long-cycle degree in any field and a certain foreign language proficiency certificate or a certificate of having passed a second-degree state teacher exam in the given foreign language, or individuals with a higher education diploma (with no level specified) from a country where the language to be taught is an official language. As mentioned earlier, All qualification pathways must include pedagogical and practical training. * Since the school year 2025/2026, Family Education has been withdrawn from the national curriculum.
Portugal	No	a	Decree-Law no. 32-A/2023, of 8 May https://diariodarepublica.pt/dr/detalhe/decreto-lei/32-a-2023-212770101/ Decree-Law no. 57-A/2024, of 13 September https://diariodarepublica.pt/dr/detalhe/decreto-lei/57-a-2024-887747449/ Decree-Law no. 51/2024, of 28 August https://diariodarepublica.pt/dr/detalhe/decreto-lei/51-2024-885927817/ Tertiary education teachers and researchers with a doctorate and scientific training appropriate to the subjects of the recruitment groups provided for in Decree-Law no. 27/2006, of 10 February.
Saudi Arabia	Yes	1	Some teachers can be fully qualified teachers after they graduate from the university and they get the teacher license issued by ETEC without attending any prior teacher training.
South Africa	Yes	2	A candidate with a degree (3 years) can study a PGCE for 1 year to qualify as a teacher. In South Africa, there is also the possibility to appoint graduates (BSC, Engineering, and other scarce skills) who do not have a teaching qualification in terms of our Personnel Administrative Measures. In these instances, the expertise is required at technical schools or where there is a shortage of Mathematics or Physical Sciences, Information Technology teachers- schools then apply for approval from the Provincial Head of Education or a representative to appoint these graduates / people coming from the corporate or industrial sectors. It is expected that they will study for their PGCE qualification. Their salary scales / remuneration is also determined accordingly as they do not have the REQV14 requirement (i.e. a BEd).
United States	m	m

Table A B.6. Teachers' professional development

Country	Requirements for professional development	Minimum duration required	Roles of persons/bodies involved in decisions on the compulsory professional development activities an individual teacher undertakes			Additional information
			Teacher	School management1	Local/ regional/ central education authority
Chile	m	m	m	m	m
Croatia	Compulsory for all	100 hours every 5 years for promotion to a higher teaching position	Proposing activities	Both proposing and validating the choice of activities	Proposing activities	ISCED 2 teachers have the right and obligation to continuously participate in professional training and development through programs approved by the Ministry. According to Article 18 of the State Pedagogical Standard for the Primary School Education System, teachers are required to engage in ongoing professional development by: participating in national-level professional development at least once every two years; attending county-level professional development sessions at least three times per year; regularly taking part in professional development activities within their school; and pursuing individual professional development in accordance with their duties and responsibilities. The Teachers’ Council adopts an annual plan for continuous professional development, which is mandatory for all educational staff. The Annual Plan and Program for the Professional Development of Teachers and Professional Associates forms an integral part of the school’s annual work plan. This plan specifies, for each teacher and professional associate, the types of professional development activities and the anticipated number of hours for each.
Morocco	Compulsory for all	Not defined	Proposing activities	m	m
Poland	Compulsory for all	Not defined	Proposing activities	Both proposing and validating the choice of activities	Both proposing and validating the choice of activities
Portugal	Compulsory for specific purposes	25 hours every 2 years	No role	Deciding activities in full autonomy	Validating the choice of activities	There is a compulsory requirement for teachers in order to be promoted to a higher position in the teaching career and to receive the associated salary increases.
Saudi Arabia	Compulsory for specific purposes	Not defined	Proposing activities	Proposing activities	Deciding activities in full autonomy
South Africa	Compulsory for all	80 hours per year	Proposing activities	Validating the choice of activities	Proposing activities	SACE requires teachers engage in 3 types of CPD activities (Type 1 - Structured learning such as attending workshops, presenting at a conference, etc.; Type 2- Self directed learning such as reading academic articles, journals, online learning, own research studies conducted; Type 3- Professional experience such as mentoring, coaching, participating in projects, developing new skills) Teachers are required to achieve 150 CPD points over a 3- year cycle. SACE mandates that all educators/ teachers engage in 80 hours of CPD per year. Teachers are required to do SACE endorsed courses or CPD programmes. This is in accordance with a Collective Agreement negotiated at the Education Labour Relations Council (ELRC).
United States	m	m	m	m	m

Note:

1. For example, school head, department head.