New modes of teacher pre-service training and professional support

This chapter synthesises established critiques of existing teacher professional development (pre-service and continuing professional development) to suggest that the institutions created to prepare and develop teachers in the last century will be inadequate to meet the large scale needs of the twenty first. The chapter draws on a number of innovatory programmes (including the Teacher Education in Sub-Saharan Africa (TESSA) programme and the English in Action Bangladesh programme) to suggest that (i) existing institutions will need to change their role, (ii) new more distributed, school based modes of education and training will need to be developed and (iii) that reform of the teacher education curriculum will be essential to this process (particularly as it relates to the teacher role in…