Conceptualising the impact of initial teacher education

Abstract

In the current context, where global comparative education testing plays an increasing role in education policy and teacher quality is identified as a key to economic performance, initial teacher education has become a focus of concern and reform. Questions are asked about the impact of university-based teacher preparation, and ‘alternate routes’ into teaching emerge. Currently, in Anglophone countries, there is a turn towards practice and away from preparation that is seen as overly theoretical. In this paper, we propose a conceptual model of initial teacher education impact that examines the breadth of ways in which university-based teacher education impacts on the education system, positioning initial teacher education as more than just a source of newly qualified teachers. Using a complexity thinking framework, this paper offers a nuanced way to conceptualise initial teacher education impact that acknowledges the integrated nature of the education system and the way in which all stakeholders work together to improve student learning.