ABSTRACT
Fundamental to the future of teaching in effective school systems are high-quality and consistent initial teacher education programs and a continued investment in ongoing professional learning for teachers, which is linked to increased professional status and recognition. This chapter reviews the evidence from meta-analyses of the impact of teacher education on students taught by recently gradated teachers and noted how few meta-analyses there were and how few studies there are. There have been reforms and recommendations for more content in initial teacher education programs to include aspects such as special education, indigenous studies, well-being, and so on, for more time on specific topics, and calls for teacher education staff to have recent teaching experiences in schools. The Australian Institute for Teaching and School Leadership standards for accreditation of initial teacher education programs in Australia are typical of many such standards.
