Pre-service The education a Acquisition of knowledge (disciplinary qualification candidate (who has foundations of education, subject knowledge, taught) receives to pedagogical knowledge), skills (initial qualify as a teacher.14 for effective practice) and attitudes (the professional values of the teaching service). Professional Training for working Training to meet specific priorities—for development teachers in a particular example, to introduce a new curriculum to of teacher cohort (for example, teachers, or target particular subjects or primary teachers or areas of practice. This focuses on a cohort. It cohorts principals) which does may be off-site or online and organised at not provide a teacher national, provincial, district or sub-district qualification. level. In-service In-service training for Practising teachers their skills ‘upgrading’ qualification working teachers to with a new qualification obtained while acquire a teacher working. This approach is in countries that qualification. employ untrained teachers to cope with expanding student enrolment, or improve qualifications in line with new policy requirements—for example, elevation from a certificate level qualification to a diploma.15 Training for principals, This training targets—directly or professional mentors and/or working or aspect of the practice’ ‘effective development teachers in a particular domain. However, it is organised at school school, or group of level and/or involves neighbouring schools schools, which does working together in a cluster. It features not provide a teacher mentoring of teachers in school by the qualification. principal, supervisors or trainers. It also features peer development activities. Policy guidance on teacher quality It is important to situate Australia’s teacher development contributions within relevant international and national policies. clarify the expectations of a system as well as ‘Policies its theory of action ... Any activity that takes place within the system does so within the boundaries set by the policy framework, which may promote certain types of activities and prevent others.’16 Australia has significant investments and partnerships in this area as well as in country program work. Australia invests, for example, in the World Bank’s Systems Approach for Better Education Results (SABER) program which provides guidance on the best attested policy in different domains, including teacher policy. Its analysis (Table 4) can be used to
Pre-service qualification The education a candidate (who has taught) receives to qualify as a teacher.14 Acquisition of knowledge (disciplinary foundations of education, subject knowledge, pedagogical knowledge), skills (initial for effective practice) and attitudes (the professional values of the teaching service). Professional development of teacher cohorts Training for working teachers in a particular cohort (for example, primary teachers or principals) which does not provide a teacher qualification. Training to meet specific priorities—for example, to introduce a new curriculum to teachers, or target particular subjects or areas of practice. This focuses on a cohort. It may be off-site or online and organised at national, provincial, district or sub-district level. In-service qualification In-service training for working teachers to acquire a teacher qualification. Practising teachers ‘upgrading’ their skills with a new qualification obtained while working. This approach is in countries that employ untrained teachers to cope with expanding student enrolment, or improve qualifications in line with new policy requirements—for example, elevation from a certificate level qualification to a diploma.15 professional development Training for principals, mentors and/or working teachers in a particular school, or group of schools, which does not provide a teacher qualification. This training targets—directly or or aspect of the ‘effective practice’ domain. However, it is organised at school level and/or involves neighbouring schools working together in a cluster. It features mentoring of teachers in school by the principal, supervisors or trainers. It also features peer development activities. Policy guidance on teacher quality It is important to situate Australia’s teacher development contributions within relevant international and national policies. ‘Policies clarify the expectations of a system as well as its theory of action ... Any activity that takes place within the system does so within the boundaries set by the policy framework, which may promote certain types of activities and prevent others.’16 Australia has significant investments and partnerships in this area as well as in country program work. Australia invests, for example, in the World Bank’s Systems Approach for Better Education Results (SABER) program which provides guidance on the best attested policy in different domains, including teacher policy. Its analysis (Table 4) can be used to
teacher-development-evaluation.docx