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Title page 1

Contents 7

Foreword 12

Acknowledgments 14

A Note on Terminology 16

Glossary 16

Abbreviations 20

Preparing Primary School Teachers: At a Glance 22

Part 1. Overview of Initial Teacher Education 24

1. Why ITE Matters for Education 26

Introduction 26

Teachers Drive Learning Outcomes 26

ITE Prepares Teachers for the Job 27

Neglecting ITE Has Systemwide Costs 27

ITE Builds the Core Knowledge and Skills for Teaching 28

ITE Shapes and Challenges Mindsets and Expectations 29

ITE Forges Professional Identity 30

ITE Can Enhance Career Prestige and Commitment 32

A Framework for Building an Effective ITE System 33

Key Takeaways 34

References 34

2. What ITE Looks Like Around the World 37

Introduction 37

Qualification Requirements for Primary School Teachers 37

Approaches to ITE Across the World 40

The Evidence on Institution-Based ITE and Complementary Strategies 42

The Effect of Teacher Supply and Demand on ITE Decisions 46

Providing High-Quality ITE While Addressing Teacher Shortages 49

Technology-Enabled ITE 50

Key Takeaways 52

Notes 53

References 53

SPOTLIGHT: Country Experience Case Studies 58

Part 2. Building Better ITE: A Review of Evidence and Practice 67

3. Principle 1: Make ITE Programs Attractive and Selective, Targeting Candidates with High Potential 70

Introduction 70

Qualities and Competencies of Prospective Primary School Teachers 71

ITE and Teacher Workforce Needs 73

Attracting Strong Candidates into ITE 75

Selecting Strong Candidates into ITE 77

Attracting and Selecting in Challenging Contexts 82

Areas for Future Research: Remaining Evidence Gaps 83

Key Takeaways 84

References 85

4. Principle 2: Provide Relevant and Impactful ITE Program Content by Skilled Teacher Educators 89

Introduction 89

Core Content of Primary School ITE Programs 90

Teaching Methods in ITE Programs 101

Digital Technology Support for ITE Programs 102

Selecting and Developing Teacher Educators 105

Complementary ITE Strategies, Catch-Up, and Continuing Learning 107

Areas for Future Research: Remaining Evidence Gaps 110

Key Takeaways 111

References 112

5. Principle 3: Incorporate Quality Field Placements for Teaching Experience and Practice 120

Introduction 120

The Role of Field Placements in ITE 121

Facilitating Student Teachers' Learning Through Field Placements 122

Considerations for Low-Resource Contexts 127

Areas for Future Research: Remaining Evidence Gaps 128

Key Takeaways 129

Notes 130

References 131

6. Principle 4: Align Institutions for Responsive, Efficient, and Quality-Driven ITE 135

Introduction 135

Enabling Coordination Between Government Authorities and ITE Institutions 136

Promoting Collaboration Between Civil Society Organizations and ITE Institutions 143

Promoting Collaboration Between Schools and ITE Institutions 146

Encouraging Cohesion Across CPD and ITE 147

Fostering Collaboration Between Tertiary Education and ITE Institutions 149

Areas for Future Research: Remaining Evidence Gaps 150

Key Takeaways 151

Note 152

References 152

7. Principle 5: Enhance Quality Assurance Processes to Maintain High Standards in ITE 156

Introduction 156

The Role of Quality Assurance in ITE 157

Exploring Mechanisms to Ensure the Quality of ITE 158

Regulating the ITE Marketplace Through QA Systems 164

Implementing Contextually Relevant ITE QA Systems 164

Areas for Future Research: Remaining Evidence Gaps 165

Key Takeaways 166

Notes 167

References 168

8. Conclusion: Summary of Principles and Research Investments 170

Introduction 170

Key Principles and Policy Actions for ITE 170

Investments in Research to Maximize the Potential of ITE 172

References 175

Tables 11

Table 4.1. Framework at a Glance: The Keys to Success in Teacher Education (Ghana) 91

Figures 11

Figure 1.1. Percentage of New Teachers by Place of Learning Where They Developed Their Best Understanding of Teaching Reading and... 29

Figure 1.2. Summary of Five Key Principles for Building Effective ITE Systems 33

Figure 2.1. Minimum ISCED Levels Required for Primary School Teaching, Worldwide and by Country Income Classification 39

Figure 2.2. An Indicative Typology of ITE 40

Figure 6.1. Aligning Institutions for Responsive, Efficient, and Quality-Driven Teacher Preparation 136

Figure 8.1. Five Key Principles for Building an Effective ITE System 172

Boxes 10

Box 2.1. International Definitions of Trained and Qualified Teachers 38

Box 2.2. Example of a Fast-Track Model: "Teach For All" 44

Box 2.3. England's Teacher Degree Apprenticeships: A School-Based Residency Model 45

Box 2.4. Understanding Contract Teachers: Their Training and Experiences 46

Box 2.5. Brazil: The Challenge of Distance-Learning ITE Programs 51

Box 3.1. Entrance Examinations for ITE Admission and Teacher Preparation 79

Box 4.1. Courses on Subject Matter Knowledge in ITE Programs 92

Box 4.2. Courses on General Pedagogical Knowledge in ITE Programs 94

Box 4.3. Courses on Subject-Specific Pedagogical Knowledge in ITE Programs 95

Box 4.4. A Spotlight on Foundational Literacy and Numeracy 96

Box 4.5. Courses on Creating Positive and Inclusive Learning Environments in ITE Programs 98

Box 4.6. Incorporating Inclusive Education in ITE Programs 99

Box 4.7. Courses on Teacher Professional Identity in ITE Programs 101

Box 4.8. Opportunities to Improve Teacher Preparation and Reduce Teacher Workload with AI 103

Box 4.9. Considerations for Continuing Learning Through Professional Development Programs 107

Box 4.10. Using Recognition of Prior Learning to Professionalize Primary School Leadership in Madagascar 109

Box 5.1. Building Student Teacher Responsibility Through Field Placement Experience in the West Bank and Gaza 123

Box 6.1. China: An ITE Intervention to Achieve Rural Education Equity 137

Box 6.2. Teaching Standards as a Social Consensus to Drive Education Reform 140

Box 6.3. Involving Teacher Unions in ITE Reforms to Ensure Quality and Respect for Teacher Professionalism 144

Box 7.1. Example of an ITE Quality Assurance Framework: African Virtual University 161

Box 8.1. Strengthening Local Research Capability to Support Continuous Improvement 174

Box Tables 11

Table B2.5.1. Percentage of Brazilian ITE Graduates from Teaching Courses, by Modality 51

Table B4.4.1. Core Topics for Primary School ITE 96

Spotlight Tables 11

Table S.1. Cross-Referenced Guide to ITE Case Studies 58

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