Central to delivering high-quality education are well-prepared, effective teachers who can empower, equip, and inspire students for a successful future. This is critical not just for the education sector, but for the overall economy. High-quality education is a cornerstone for human development and economic growth. It opens doors to greater well-being and opportunities for children and families, and fosters prosperity and stability for communities and nations (Woessmann 2015). But how can countries best prepare prospective teachers for the realities of the classrooms that they will enter, and what are the strategies for building a sustainable pipeline of well-prepared teachers?
Initial teacher education (ITE), also known as preservice teacher training, is the first step in a teacher's career development and serves as the foundation for their career-long learning. It is the place where prospective teachers gain the core knowledge and skills for effective teaching and develop their professional identity. ITE systems that attract and select suitable candidates, and that deliver high-quality, practical experiences for student teachers can help to raise the status of the teaching profession and generate a strong pipeline of well-prepared teachers.
Source: Benveniste 2024.
ITE has historically received less attention from development organizations and government partners compared to teachers' continuous professional development (CPD), as per a forthcoming study from the World Bank, "From Prospective to Prepared Teacher: A Global Study of Initial Teacher Education." This oversight has significant costs, including constraining the quality of education and requiring additional investments to address gaps in teacher knowledge and skills. High-quality ITE is essential for professionalizing the teaching career and ensuring that teachers are well-prepared and motivated.
Five key insights on how best to prepare and support teachers are:
First, models of ITE and the quality of ITE programs vary widely across countries, but key elements for success are clear. High-quality ITE programs build the core knowledge and skills for teaching and are characterized by a well-defined curriculum that aligns with professional standards and the realities of the classroom, effective practical experience, and well-prepared teacher educators who have the necessary practical and research experience. Accreditation processes can help programs to define their purpose, plan their actions, and operate with the necessary resources and equipment. Continuous self-evaluation and improvement planning are also essential for maintaining the quality of ITE programs.
Second, practical experience is a critical component of ITE. Prospective teachers need to develop effective classroom-based teaching competencies through high-quality, well-supported field placement experiences. The forthcoming World Bank study on ITE finds that collaborative responsibility agreements between ITE providers, such as universities and teacher training colleges, and schools can support the development of these competencies and ensure that field placements are aligned with the purpose of ITE programs and help to transition prospective teachers into their future roles. Harmonizing the work of ITE providers and schools also ensures that ITE programs prepare teachers for the realities of the classrooms that new teachers will work in.
Third, effective ITE reforms require the involvement of a broad set of stakeholders. This includes ITE institutions, government bodies, the wider tertiary education system, schools, and civil society. When these stakeholders have a shared understanding of the purpose, objectives, and content of ITE, each entity can contribute more efficiently and effectively toward achieving successful results. For example, this need for alignment is reflected in ITE regulatory processes, human resource management, and financing, as well as the expectations for practice in schools, and research to advance the local knowledge base.
Fourth, while ITE is the foundation of teacher preparation, continuous professional development (CPD) addresses the evolving needs of teachers. New technologies, curriculum reform cycles, and increasingly diverse learner needs all require ongoing professional learning, whether through courses, online training, or collaborative and peer learning. CPD should build on the foundation provided by ITE and help teachers to develop their skills and competencies throughout their careers. This is another area where harmonizing and coordinating between policymakers, education administrations, schools, and universities is needed for successful outcomes. For example, involving ITE providers in the design and delivery of CPD programs, and involving those responsible for CPD in the design and delivery of ITE ensures that programs for student teachers, new teachers, and experienced teachers are based on evidence and practical realities.
Fifth, beyond ITE and CPD, other aspects of the teacher career framework require attention to strengthen and support a pipeline of teachers for improved student learning. Effective hiring and deployment practices ensure that well-prepared teachers are placed where they are most needed, for example, to address both urban and rural educational disparities. Flexible career pathways offer teachers opportunities for advancement and specialization, making the profession more attractive and helping to retain talent within the system. Careful planning and management of the teaching workforce helps maintain a balance between supply and demand, ensuring there are enough qualified teachers to meet the education system's needs. This involves strategic workforce planning and data-driven decision-making to adapt to changing educational demands. In terms of quality assurance and accountability, regular evaluations, feedback mechanisms, and CPD opportunities ensure that teachers continue to develop in the profession. Lastly, teaching and learning resources, such as up-to-date textbooks, teacher guides, and technology, along with support personnel, such as teaching assistants, counselors, and administrative staff, contribute to effective instruction, student engagement, and the creation of conducive learning environments.
Together, these key insights related to the teacher career framework, when harnessed effectively, build a well-prepared and supported teacher workforce and a resilient and effective education system well-equipped to meet the challenges of the future and provide quality education for all. By aligning the efforts of diverse stakeholders, public, private, and non-profit, working at various points across the teacher career framework and support systems, education systems can ensure that resources are utilized efficiently, innovative practices are shared, and comprehensive support systems are established. This collaborative approach not only enhances the quality of teacher preparation and ongoing professional development but also fosters a sustainable and dynamic teaching workforce capable of delivering high-quality education for all students.
Laura Gregory, Senior Education Specialist, World Bank
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