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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...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Paris :
OECD Publishing,
2019.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 520 | 3 | |a 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. | |
| 505 | 0 | |a Intro -- Foreword -- Acknowledgements -- Executive Summary -- The initial teacher preparation system -- Initial teacher preparation is the first step in the continuum of teacher learning and should be understood as a system of multiple actors and artefacts. -- The role of evidence in designing ITP systems -- Supporting the production, dissemination and utilisation of knowledge about ITP policies and practices is fundamental for creating an evidence-informed ITP system. -- A balanced teacher workforce | |
| 505 | 8 | |a Establishing a high-quality teaching workforce involves using diversified ITP data to forecast workforce needs, as well as raising the status of teaching and teacher education. -- Equipping teachers with updated knowledge and competences -- Ensuring a comprehensive, coherent, relevant and continuously updated initial teacher education requires engaging in collective reflections on teachers' knowledge. -- An integrated early professional development for new teachers | |
| 505 | 8 | |a Early professional development involves research-based reflections on teaching and learning, and should be embedded in a continuous professional learning culture. -- Towards a coherent, evidence-informed, sustainable and self-improving ITP system -- Effectively governing an ITP system requires a shared vision of teacher learning as a continuum, strategic governance of knowledge around ITP, and capacity building at all levels. -- Chapter 1. The role of initial teacher preparation -- 1.1. Introduction -- 1.2. What is an initial teacher preparation system? -- 1.2.1. ITP as a continuum | |
| 505 | 8 | |a 1.2.2. ITP as a system -- 1.3. Key challenges in initial teacher preparation and how to address them -- References -- Chapter 2. How can we ensure an evidence-informed, self-improving initial teacher preparation system? -- 2.1. Why is this a challenge? -- 2.1.1. Building rigorous evidence about ITP policies and practices -- 2.1.2. Supporting the use of evidence across the ITP system -- 2.1.3. Designing ITP in an evidence-informed and effective way -- 2.2. What strategies can address the challenge? -- 2.2.1. Supporting rigorous and relevant research on ITP | |
| 505 | 8 | |a 2.2.2. Introducing accreditation that incentivises ITP institutions to build their own evidence and implement a continuous improvement approach -- 2.2.3. Fostering the dissemination and utilisation of evidence throughout the system -- 2.3. How can the different actors apply these strategies? -- 2.3.1. What can policy makers do? -- Creating a national research strategy and supporting research partnerships and centres of excellence -- Creating a national ITP data strategy and supporting the collection and use of ITP programme data across the system | |
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