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Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects

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  • Pauline Musset

    (OECD)

Abstract

To design policies that allow to educate and train teachers, capable of helping students to acquire the competencies needed to evolve in today‘s societies and labour markets is an amazing challenge. In today‘s context, with the undergoing economic and social changes, high-quality schooling is more important than ever.

Suggested Citation

  • Pauline Musset, 2010. "Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects," OECD Education Working Papers 48, OECD Publishing.
    • Handle: RePEc:oec:eduaab:48-en
    DOI: 10.1787/5kmbphh7s47h-en
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    Cited by:

    1. Rosdy Wahid & Ong Eng Tek & Noraini Idris, 2017. "Validating the Teaching and Learning Guiding Principles for Teacher Educators from the Perspective of Policy Makers and Teacher Trainers," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(3), pages 586-598, March.
    2. Montecinos, Carmen & Cortez, Mónica & Walker, Horacio, 2015. "School administrators’ understandings and management of barriers for the school’s involvement in the practicum component of initial teacher education in Chile," International Journal of Educational Development, Elsevier, vol. 43(C), pages 100-108.
    3. Eric Daniel Ananga, 2021. "Teachers’ Standards in Ghana’s Initial Teacher Education Programme: Some Implementation Issues and Challenges," Journal of Educational Issues, Macrothink Institute, vol. 7(1), pages 376391-3763, December.

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