Abstract
The first years of teaching usually include an extended induction or probation period with varying degrees of support and accountability. At its conclusion, a teacher receives approval to enter the profession and continue a career as a teacher or, in a small minority of instances, is dismissed from employment or barred from the profession. Over the last 25 years, there has been a trend towards establishing teacher professional standards that control entry to the teaching profession. This chapter focuses on standards-based certification and induction processes in Australia, Canada, the UK and the USA. It is impossible in a single chapter to provide a comprehensive treatment of this field. Hence, this chapter seeks primarily to raise awareness regarding key issues. To achieve this, the chapter explores some of the different policies and processes; identifies similarities, differences and trends; reports on a sample of beginning teachers’ experiences of standards-based induction leading to certification; and considers implications for professional learning and assessment of teaching proficiency and practice. The chapter concludes by highlighting challenges arising for teacher education policy, research and practice.
Keywords
- Teacher Education
- Teaching Profession
- Professional Learning
- Professional Standard
- Initial Teacher Education
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Acknowledgement
The authors thank Joe McDonald, New York University, and Kevin Burden, University of Hull, for their advice and assistance with this chapter.
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Schuck, S., Aubusson, P., Buchanan, J., Russell, T. (2012). Teacher Professional Standards: Induction, Professional Learning and Certification. In: Beginning Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3901-7_10
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