A r c h i v e d  I n f o r m a t i o n

Preface

APEC (Asia-Pacific Economic Cooperation) is an organization of 18 economies that border the Pacific Ocean. Formed in 1989, APEC aims to sustain growth, development, and improved living standards in the Asia-Pacific region and the world, and to promote free trade. The APEC Human Resources Development (HRD) working group is one of ten working groups that carry out projects in areas like trade, telecommunications, and marine resource conservation. Specifically, the HRD working group promotes APEC cooperation in education, training, business management practices, labor issues, and related policy areas. Within HRD, the Education Forum is responsible for initiating joint activities in the field of education.

This publication is the result of the second phase of a study on teacher training and professional development in APEC members, originally proposed at the first Education Forum meeting in January 1993. Phase I of the study described teacher preparation systems across APEC members, to identify key issues and challenges for teacher preparation and professional development, and to identify promising practices for the future of teacher preparation. The findings are published in Teacher Preparation and Professional Development in APEC Members. The findings of Phase II, focusing on policy and practices of teacher induction in 11 participating APEC members, are presented here.

This report is based on responses by member economies to an exploratory survey, and the work and cooperation of lead and host researchers who conducted a series of three case studies. Below we acknowledge the contribution of these individuals and the participating members.

Australia

Louise Wells, Commonwealth Department of Employment, Education, Training, and Youth Affairs; and Wes Whitmore, Northern Territory Department of Education.

Brunei Darussalam

Sheikh Adnan Bin Sheikh Mohammad, Ministry of Education; and Professor Sim Wong Kooi, Universiti Brunei Darussalam

Canada

George Molloy, Council of Ministers of Education Canada

Indonesia

Sri Hardjoko Wirjomartono, Ministry of Education and Culture; and Jiyono, Ministry of Education and Culture

Japan

Masao Homma, Ministry of Education, Science, Sports, and Culture (MESSC); Tomoka Takata, MESSC; and Shinya Ishida, MESSC

Korea

Wahng Bok Kim, Ministry of Education

New Zealand

David Philips, Ministry of Education; and Shelley Kennedy, Ministry of Education

Papua New Guinea

Gabriel Andandi, UNESCO Secretariat; and Patrick Modakewa, Department of Education

Singapore

S. Gopinathan, National Institute of Education

Chinese Taipei

Bih-jen Fwu, Ministry of Education

United States

Jay Moskowitz, Pelavin Research Institute (PRI); Maria Stephens, PRI; Beth Grinder, PRI; Pam Gordon, PRI; Erica O'Neal, PRI; and David Nohara, Independent Consultant

Additionally, three experts from the lead member provided guidance throughout the project: Linda Darling-Hammond, National Center for Restructuring Education, Schools and Teaching, Columbia Teachers College; Gary Sykes, Michigan State University; and Justine Su, University of California, Los Angeles. From the U.S. Department of Education, project officer Lenore Yaffee Garcia provided leadership on the study.

APEC Terminology

This report observes the APEC conventions for terminology. Within the report, "countries" are always referred to as "members" or "economies." Any words referring to members as sovereign states, such as national or central government, are not used. "Provinces" refers to provinces, states, and territories. For instance, the United States’ states, the Australian territories and states, and the Canadian provinces are all referred to as "provinces." "Schools" means individual primary and secondary schools.
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[Title page]

[Improving Teacher Induction: What the United States Can Learn from Other Countries]