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7. Initial teacher training

• 7.1 First phase, pre-compulsory education, ages x-x
• 7.1.1 Control and regulation
• 7.1.2 Types of training courses and institutions
• 7.1.2.1  Admissions
• 7.1.3  Trainers
• 7.1.4  Curriculum for initial teacher training
• 7.1.5  Qualifications and standards
• 7.1.5.1 Qualifications and entitlement to teach
• 7.1.5.2 Probationary periods
• 7.1.6  Post-qualification induction periods
• 7.1.7  Key priorities, innovative practices and research in initial teacher training
• 7.1.7.1 Current key priorities for initial teacher training for this phase
• 7.1.7.2 Innovative practice in initial teacher training during
• 7.1.7.3 Strategies to support the use of research and evidence in informing policy and practice
• 7.1.7.4 Current priorities for research into initial teacher training during this phase
• 7.1.7.5 Research that has had major influences on programmes of initial teacher training
• 7.1.7.6 Recruitment incentives paid to encourage individuals to train as teachers for this phase
• 7.2 Second phase, compulsory primary education, ages x -xx, [see 3.2.2]
• 7.3 Third phase, compulsory lower secondary education, ages xx -xx, [see 3.2.3]
• 7.4 Fourth phase, post-compulsory upper secondary education (in schools), ages xx -xx, [see 3.2.4]
• 7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
• 7.5.1 Control
• 7.5.2 Types of training institutions and courses
• 7.5.2.1 Admissions
• 7.5.3 Trainers
• 7.5.4 Curriculum for initial teacher training
• 7.5.5 Qualifications and standards
• 7.5.5.1 Qualifications and entitlement
• 7.5.5.2 Probationary periods
• 7.5.6 Post-qualification induction periods
• 7.5.7 Key priorities, innovative practices and research in initial teacher training
• 7.5.7.1 Current key priorities for initial teacher training for teachers of students with special educational needs
• 7.5.7.2 Examples of innovative practice in initial teacher training for teachers of children with special educational needs
• 7.5.7.3 Strategies to support the use of research and evidence in informing policy and practice
• 7.5.7.4 Current priorities for research into initial teacher training for teachers of children with special educational needs
• 7.5.7.5 Research that has had major influences on programmes of initial teacher training for teachers of children with special educational needs
• 7.5.7.6 Recruitment incentives paid to encourage individuals to train as teachers of children with special educational needs

7.1 First phase, pre-compulsory education, ages x-x, [see 3.2.1]

7.1.1 Control and regulation

• Who is responsible for the initial training of teachers for this phase?
• Who looks at future need and plans accordingly?
• Is this control centralised or distributed/regional?
• Is there a central agency with responsibility for initial teacher training?
• What is the role of teachers’ professional organisations (if these exist) in initial teacher training?

7.1.2 Types of training courses and institutions

• What courses are available for the initial training of teachers for this phase?
• How long do such courses last?
• What types of institutions are used for the initial training of teachers for this phase?

7.1.2.1 Admissions

• What are the criteria for admission to courses of initial teacher training for this phase?

7.1.3 Trainers

• What qualifications are teacher trainers for this phase normally expected to have?
• How and to what extent are practising teachers involved in the pre-service training of teachers?

7.1.4 Curriculum for initial teacher training

• Are there national standards for initial teacher training for this phase?
• Who decides on the content of courses of initial teacher training?
• What is the main focus of the content of courses of initial teacher training, for example:
• Child development and education theory
• Subject knowledge and teaching methodology
• Preparation for differentiated teaching
• Duration and nature of experience in school?

7.1.5 Qualifications and standards

7.1.5.1 Qualifications and entitlement to teach

• What qualifications are gained and to what do these entitle teachers in terms of:
• The age of children whom they can teach?
• The type of school or other educational institution in which they can teach?
• Guaranteed employment?
• The ‘shelf life’ of their qualification, e.g. would they need to reregister, to demonstrate their continuing capability and/or retrain after a given period?

7.1.5.2 Probationary periods

• If probationary periods exist, how long do these last and who determines whether teachers have passed?

7.1.6 Post-qualification induction periods

• What types of induction period exist, if any?
• How long do these last?
• What is the nature of support (if any) provided for new teachers during their induction period, eg. reduced workload, mentoring support, opportunities to observe, or be observed by, other teachers?
• Who is responsible for monitoring the implementation of induction periods and providing on-the-job support etc?

• e.g. systematic review
• funding research centres of excellence
• professional knowledge development and management strategies

7.1.7.4 Current priorities for research into initial teacher training during this phase

7.1.7.5 Research that has had major influences on programmes of initial teacher training

7.1.7.6 Recruitment incentives paid to encourage individuals to train as teachers for this phase

• eg. additional payments for trainees in certain subject areas, certain types of school, or for certain age groups

7.2 Second phase, compulsory primary education, ages x -xx, [see 3.2.2]

See 7.1

7.3 Third phase, compulsory lower secondary education, ages xx -xx, [see 3.2.3]

See 7.1

7.4 Fourth phase, post-compulsory upper secondary education (in schools), ages xx -xx, [see 3.2.4]

See 7.1

7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools

7.5.1 Control

• Who is responsible for the initial training of teachers for students with special educational needs?
• Who looks at future need and plans accordingly?
• Is this control centralised or distributed/regional?
• Is there a central agency with responsibility for initial teacher training for students with special educational needs?
• What is the role of teachers’ professional organisations (if these exist) in initial teacher training for teachers of students with special educational needs?
• What are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.2 Types of training institutions and courses

• What courses are available for the initial training of teachers for students with special educational needs and what are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?
• How long do such courses last?
• What types of institutions are used for the initial training of teachers for students with special educational needs and what are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.2.1 Admissions

• What are the criteria for admission to courses of initial teacher training for teachers of students with special educational needs, and what are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.3 Trainers

• What qualifications are teacher trainers normally expected to have?
• How and to what extent are practising teachers involved in the pre-service training of teachers of students with special educational needs?

7.5.4 Curriculum for initial teacher training

• Are there national standards for initial teacher training for teachers of children with special educational needs?
• Who decides on the content of such courses of initial teacher training?
• What is the main focus of the content of courses of initial teacher training for teachers of children with special educational needs, for example:
• Child development and education theory
• Subject knowledge and teaching methodology
• Preparation for differentiated teaching
• Duration and nature of experience in school?
• What are the differences, if any, in course/curriculum content for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.5 Qualifications and standards

7.5.5.1 Qualifications and entitlement

• To what do the qualifications gained entitle teachers in terms of:
  • The age of children whom they can teach?
  • The type of school or other educational institution in which they can teach?
  • Guaranteed employment?
  • The ‘shelf life’ of their qualification, e.g. would they need to reregister, to demonstrate their continuing capability and/or retrain after a given period?
• What are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.5.2 Probationary periods

• If probationary periods exist, how long do these last and who determines whether teachers have passed?
• What are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.6 Post-qualification induction periods

• What types of induction period exist, if any?
• How long do these last?
• What is the nature of support (if any) provided for new teachers during their induction period, eg. reduced workload, mentoring support, opportunities to observe, or be observed by, other teachers?
• Who is responsible for monitoring the implementation of induction periods and providing on-the-job support etc?
• What are the differences, if any, for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools?

7.5.7 Key priorities, innovative practices and research in initial teacher training

7.5.7.1 Current key priorities for initial teacher training for teachers of students with special educational needs

7.5.7.2 Examples of innovative practice in initial teacher training for teachers of children with special educational needs

7.5.7.3 Strategies to support the use of research and evidence in informing policy and practice

• e.g. systematic review
• funding research centres of excellence
• professional knowledge development and management strategies

7.5.7.4 Current priorities for research into initial teacher training for teachers of children with special educational needs

7.5.7.5 Research that has had major influences on programmes of initial teacher training for teachers of children with special educational needs

7.5.7.6 Recruitment incentives paid to encourage individuals to train as teachers of children with special educational needs

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