Teacher education is the structured preparation and ongoing professional development of teachers, encompassing the knowledge, skills, dispositions, and ethical responsibilities required for effective teaching and learner support [1][2][3][4][5]. It includes initial teacher education (pre-service) and continuing professional development (in-service), with components such as subject knowledge, pedagogy, classroom assessment, inclusive practice, and supervised practicum in authentic school contexts [1][2]. Teacher education is characterized by integration of theory and practice, reflective inquiry, standards-aligned competencies, and continuous improvement across the professional career. In policy and research, the term denotes a formal professional formation system for teachers, distinct from ad hoc training that lacks coherent curriculum, practice-based mentoring, and quality assurance [2][3][4][5].
- teacher education
- teacher preparation
- initial teacher education
- professional development
- pedagogical competence
References
- Linda Darling-Hammond; Teacher education around the world: What can we learn from international practice?. Eur. J. Teach. Educ. 2017, 40, 291-309, 10.1080/02619768.2017.1315399.
- Marilyn Cochran-Smith; Ana Maria Villegas; Framing Teacher Preparation Research. J. Teach. Educ. 2014, 66, 7-20, 10.1177/0022487114549072.
- Jan van Tartwijk; Perry Den Brok; Ietje Veldman; Theo Wubbels; Teachers’ practical knowledge about classroom management in multicultural classrooms. Teach. Teach. Educ. 2009, 25, 453-460, 10.1016/j.tate.2008.09.005.
- Beatrice Avalos; Teacher professional development in Teaching and Teacher Education over ten years. Teach. Teach. Educ. 2011, 27, 10-20, 10.1016/j.tate.2010.08.007.
- Ken Zeichner; Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education. J. Teach. Educ. 2009, 61, 89-99, 10.1177/0022487109347671.