Results of the analysis suggest that teacher education institutions in many countries and economies may have been overemphasising content knowledge, to the detriment of other types of teacher knowledge. Through quality pre-service education and continuous professional learning, teachers can be well prepared in the pedagogy and practice of their subject area, as well as in the content. Then maybe one day, more new teachers may be able to smile, regardless of the season.
Systems that prioritise initial teacher preparation understand that a teacher’s initial education can help lay the foundations for teaching quality. However, improving the quality of initial teacher preparation in order to create ready-made professionals is neither realistic nor desirable. Rather, providing the conditions in which teachers can continue to grow and develop as professional learners – from their first days in the classroom and throughout their careers – is an important step towards improving the quality of education.