Pre-service teacher education

Pre-service teacher education is the education and training provided to student teachers before they have undertaken any teaching.

Before entering into a pre-service education program, most students will have obtained a previous academic degree, either a general or honours, in a subject of their choice, (e.g. English, math, science, religion). The alternative to this is that students may work simultaneously on an undergraduate bachelor's degree and a pre-service education program. The latter route incorporates education courses throughout the program's 4 or 5 years, and culminates in a final year of specific pre-service training. Students who complete a bachelor's degree before returning to a university to complete the pre-service education program are in a consecutive pre-service program, while students who complete their pre-service training at the same time as their undergraduate degree are in a concurrent" program.

In the US, students are often required to take a test prior to acceptance into an accredited program, and/or upon graduation in order to earn certification. Commonly, the PRAXIS I or PRAXIS II are required for this purpose. Common topics include classroom management, lesson plans, and professional development. The province of Ontario briefly had a test prior to teachers being able to earn certification, but a stop was put to it by a change in government and strong opposition from the Ontario teacher union. There are a number of places to study pre service teacher education in the US. The Michigan State University offers courses in elementary and secondary teacher preparation, as well as a master's degree in teaching and curriculum.

In the United Kingdom, a teaching qualification in further education (TQFE) is offered at many universities and can be used as a qualification in pre-service teacher education.

In Australia, pre-service teachers generally undergo an online course for qualification into pre-service teacher education. these courses are designed to enhance teachers' knowledge, skills and confidence.

The practical nature of pre-service education training programs aligns with American philosopher John Dewey's theory of experience. In his book Experience and Education Dewey prescribes that learning must be based upon the actual life experiences of an individual that are interactive, experimental, and purposive in nature. Donald Schon expanded upon Dewey's model by focusing further upon the importance of reflective practice in the learning process. Schon was a proponent of using reflection in teacher education and other professions to guide learning through reflection on past experiences to guide future learning and practice, as evidenced in his 1996 work, Educating the reflective practitioner: Toward a new design for teaching and learning in the professions.

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