Entry Policies for Initial Teacher Education: An International Perspective on Three Key Challenges
DOI:
https://doi.org/10.5944/reec.47.2025.43986Keywords:
access to education, educational policy, teaching profession, teacher training, teacher recruitmentAbstract
This study focuses entry policies for initial teacher education as a fundamental aspect of the professionalisation of teaching. It analyses on three critical issues in their implementation: the balance between supply and demand for candidates and teachers, equitable access and the diversification of the teaching workforce, and the perennial debate over whether effective teachers are born or made. Drawing on a critical review of the literature and analysis of international case studies, the findings indicate that such policies are most effective in contexts characterised by high demand for teacher training, strong social status for the profession, and a holistic approach to other components of the teaching career, including recruitment, initial training, and professional development. The study emphasises the importance of employing diverse assessment methods and tools to evaluate candidates’ suitability while upholding fairness and equity in selection processes. Moreover, it highlights that entry characteristics and environmental factors play an equally vital role in shaping teaching competence. Despite the inherent challenges, identifying the most suitable candidates for entry into teacher education programmes remains a foundational step towards improving the quality of the teaching profession and the education system as a whole.
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