Trends in professional education programs for teachers

Increasingly, politicians, bureaucrats, the business community, members of our communities and even members of the teaching profession, are asking questions about professional preparation for teachers, questions like: What is the value of teacher education? What should beginning teachers know and be able to do? How can we make judgements about what they know and are able to do? How can teacher preparation contribute to the retention of high quality beginning teachers who continue to grow and learn?<br /><br />In this paper, I examine these issues and examine how effective teacher preparation has attempted to respond to these issues, particularly in graduate teacher education programs. I argue that we need to be cognisant of the following aspects when developing and implementing high quality professional education of teachers:<br /><br />• Connect teacher education to the first year of teaching;<br />• Prepare teachers who investigate their professional practice within communities of learners<br />• Prepare teachers with a strong professional knowledge base that helps them make informed professional judgments<br />• A cohort model that builds strong relationships and professional networks<br />• Early, regular and sustained school experiences that systematically build professional knowledge and skill. Closely monitored by suitably qualified university personnel and supervising teachers<br />• Professional standards for beginning teaching and a capstone teacher performance assessment