“The process of transforming teacher education should be approached in a systemic manner, simultaneously encompassing a range of strategies and programs designed to address the serious internal and external efficiency issues plaguing the current system,” state Dr. Denise Vaillant, dean of the Institute of Education at Universidad ORT Uruguay, and Dr. Jesús Manso, dean of the Faculty of Teacher Training and Education at the Autonomous University of Madrid.
Promoting policies to attract the best candidates to the teaching profession, selecting educators with relevant skills and experience, fostering the ongoing professional development of teachers, and implementing effective induction programs for new teachers are some of the recommendations made by Vaillant and Manso in their article “Initial Teacher Education and the Teaching Profession in Latin America: A Global and Regional Perspective.”
This is a theoretical essay based on a systematic review of the literature, whose purpose is “to contribute to reflection and informed dialogue regarding the teaching profession and teacher education in Latin America, in light of international trends.”
On the one hand, the article examines current trends in teacher education at the global and regional levels. On the other hand, it presents a series of recommendations for improving teacher education.
“Initial Teacher Education and the Teaching Profession in Latin America: A Global and Regional Perspective” is published in Volume 6, Issue 1 of the journal Science and Education (January–April 2022).