Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
Initial teacher education usually takes place at teacher education colleges. These colleges, combining disciplinary and pedagogical content, typically comprise a three year program plus a one year in‑school induction program supervised by a teacher educator. Upon completion, graduates receive a bachelor’s degree in education and a teaching certificate. As of 2000, the prerequisites for obtaining an education license are a teaching certificate, an academic degree, and completion of the induction year in school. The basic pedagogical component in the program has been extended to 24 to 30 hours of study per year in education studies, research methodology, and pedagogical studies in addition to a supervised practicum.4 Complementing 60 hours per year of disciplinary studies, these programs primarily focus on literature and linguistics as disciplines rather than on teaching reading and writing at the elementary school level.
Requirements for Ongoing Professional Development in Reading for Teachers
The organizational bodies responsible for professional development are at professional development centers for teachers, and also in institutions of higher education, universities, and teacher education colleges. All in‑service training courses offer credits that result in salary increases for teachers. Types of professional development include Ministry of Education-initiated group professional development intended to facilitate policy implementation; task-oriented in‑service training that prepares staff for certain positions (e.g., principals, coordinators, leaders); school‑based professional development in response to specific school needs; and individualized professional development that provides teachers with personal enrichment and further education.
In accordance with the New Horizon reform, all primary and lower secondary school teachers are required to complete at least 60 hours of professional development per school year with at least half of the time dedicated to their subject domains. Monthly institutional professional development training may take place within a school (30 hours), with the principal and management staff deciding the content and type of training.