Australian Journal of Teacher Education
Keywords
accreditation, postgraduate studies, practicum, teacher education, teacher qualifications
Abstract
: Initial teacher education (ITE) programs are shaped by diverse political, cultural, and policy contexts, resulting in varied approaches to preparing secondary teachers. This study presents a global scoping review of postgraduate ITE (PG-ITE) programs across 58 countries, examining four key characteristics: program duration, entry requirements, curriculum, and practicum structure. Findings reveal substantial variation across all dimensions, reflecting differing national priorities and workforce pressures. While common structural features are evident, program design is shaped by underlying policy logics and assumptions about teacher preparation. By systematically mapping these patterns, this study provides a comparative contribution to the field and offers insights to inform the development of future teacher education policy and practice.
Was this research funded?
Yes, research was funded
Recommended Citation
Ledger, S., Bates, C., Smith, J., Prieto, E., Roy, D., & Cotton, W. (2026). Postgraduate Secondary Teacher Training Programs: A Global Scoping Review. Australian Journal of Teacher Education, 51(2). https://doi.org/10.14221/1835-517X.7129