A Comparative Study of Teacher Preparation and Qualifications in Six Nations Edited by Richard M. Ingersoll ABOUT CPRE The Consortium for Policy Research in Education (CPRE) unites seven of the nation’s top research institutions in an exciting venture to improve student learning through research on policy, finance, school reform, and school governance. The members of CPRE are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, the University of Michigan, the University of Wisconsin-Madison, and Northwestern University. CPRE is currently examining how alternative approaches to reform— such as new accountability policies, teacher compensation, whole-school reform approaches, and efforts to contract out instructional services— address issues of coherence, incen- tives, and capacity. To learn more about CPRE, visit our web site at www.cpre.org or call (215) 573-0700, and then press 0 for assistance. CPRE Research Report Series Research Reports are issued by CPRE to facilitate the exchange of ideas among policymakers, practi- tioners, and researchers who share an interest in education policy. The views expressed in the reports are those of individual authors, and not necessarily shared by CPRE or its institutional partners. A Comparative Study of Teacher Preparation and Qualifications in Six Nations By Richard M. Ingersoll, United States With Ding Gang and Sun Meilu, People’s Republic of China (PRC) Kwok Chan Lai, Hong Kong Hidenori Fujita, Japan Ee-gyeong Kim, Republic of Korea Steven K. S. Tan and Angela F. L. Wong, Singapore Pruet Siribanpitak and Siriporn Boonyananta, Thailand CPRE Consortium for Policy Research in Education University of Pennsylvania / Teachers College - Columbia University Harvard University / Stanford University University of Michigan / University of Wisconsin-Madison Northwestern University Table of Contents Table of Contents ..............................................................................................................................................................i List of Tables......................................................................................................................................................................iv List of Figures ....................................................................................................................................................................v About the Authors..............................................................................................................................................................vi Acknowledgments ..............................................................................................................................................................vii Chapter 1. A Comparative Study of Teacher Preparation and Qualifications in Six Nations ......................................1 Introduction ......................................................................................................................................................................1 The Research Project..........................................................................................................................................................4 1.) What are the Preparation Requirements and Standards to Become a Teacher? ............................................................5 2.) What are the Levels of Qualifications of the Current Teaching Force? ..........................................................................6 3.) What Proportions of Teachers are Not Qualified in the Subjects They Teach? ............................................................6 Data and Methods..............................................................................................................................................................6 Teacher Preparation Requirements and Standards ..............................................................................................................7 Governance ................................................................................................................................................................7 Education Requirements ............................................................................................................................................8 Professional Training Requirements ............................................................................................................................9 Selectivity of Programs, Caliber of Candidates and Attractiveness of Careers ..............................................................9 The Qualifications of the Teaching Force ..........................................................................................................................11 Teaching Assignments and Out-of-Field Teaching..............................................................................................................12 Overview ....................................................................................................................................................................12 Reasons for Out-of-Field Teaching..............................................................................................................................13 Implications ......................................................................................................................................................................14 References ..........................................................................................................................................................................17 Chapter 2. The Qualifications of the Teaching Force in China..................................................................................19 Introduction ......................................................................................................................................................................19 Teacher Preparation Requirements and Standards ............................................................................................................21 Data and Measures ............................................................................................................................................................22 The Qualifications of the Teaching Force ..........................................................................................................................22 Out-of-Field Teaching........................................................................................................................................................25 Implications and Conclusions ............................................................................................................................................25 References ..........................................................................................................................................................................27 Chapter 3. The Qualifications of the Teaching Force in the Hong Kong Special Administrative Region, China ....................................................................................................................................29 Introduction ......................................................................................................................................................................29 The Education System ................................................................................................................................................29 The Teacher Education System....................................................................................................................................30 The Changing Policy Context ....................................................................................................................................30 Teacher Preparation Requirements and Standards ..............................................................................................................31 Professional Training Requirements ............................................................................................................................31 Academic Qualifications Requirements ......................................................................................................................32 Data and Measures ............................................................................................................................................................33 The Qualifications of the Teaching Force ..........................................................................................................................34 Out-of-Field Teaching........................................................................................................................................................35 Retreat on Professional Training ........................................................................................................................................37 One Quest for High Quality..............................................................................................................................................38 References ..........................................................................................................................................................................40 Chapter 4. The Qualifications of the Teaching Force in Japan ....................................................................................................41