Improving Teacher Preparation Through Education Research

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

🚨 "Years of teaching experience do not correlate with better knowledge" I was drawn to this by a post by Carl Hendrick, and it demonstrates how little understanding there still is around the science of learning. “Predictors of Teachers’ Knowledge of Educational Neuroscience: A Role for Formal Training” by Yasin Arslan, Rebecca Gordon, and Andrew Tolmie, published in Mind, Brain, and Education (2025) 🧠 Purpose of the Study The study investigates: Teachers’ knowledge of educational neuroscience. Factors influencing this knowledge, especially the role of formal training versus Continuing Professional Development or informal exposure. 📊 Methodology Developed a new tool: Educational Neuroscience Knowledge Test (ENKT). ENKT measures understanding of: 💠 General Cognitive Functions (GCF). 💠 Special Educational Needs (SEN). 💠 Ability to endorse neuro-facts and reject neuromyths. 💠 Sample: 366 qualified UK teachers. 💠 Data collected via online questionnaire. 🔍 Key Findings Formal training in educational neuroscience significantly improves teachers’ knowledge. CPD and informal exposure offer some benefit but are less effective than formal training. Years of teaching experience do not correlate with better knowledge, suggesting that experience alone doesn’t reduce belief in neuromyths. Teachers with formal training scored highest on ENKT, showing better ability to distinguish between valid neuroscience and misconceptions. ⚠️ Neuromyths Common misconceptions include: ❌ “Humans only use 10% of their brain.” ❌ “Learning styles (visual, auditory, kinesthetic) affect school performance.” ❌ “Brain Gym exercises support learning.” These myths persist even among experienced educators and can hinder evidence-based teaching. 📚 Implications Initial Teacher Training programs should integrate educational neuroscience content. Structured CPD should reinforce this knowledge throughout teachers’ careers. Training should focus on both scientific facts and critical thinking to combat neuromyths. Better neuroscience literacy can improve teaching for all students, especially those with SEN.

What the Research Says AI Tutors: Teacher Integration - The Missing Link in GenAI Implementation Another little dive into the featured research paper in this WTRS series points to useful learnings about teacher preparation. Generative AI in education discussions often focus on the technology itself. But the Carnegie Mellon research reveals that teacher preparation and thoughtful integration make the difference between transformative results and wasted potential. Their findings become even more relevant as schools grapple with GenAI adoption: First, successful implementation wasn't about the technology alone. Teachers needed time to understand not just how to operate the tutors, but how to integrate them strategically into their teaching. This directly parallels current challenges with GenAI - having access to powerful AI tools doesn't automatically translate into effective learning. The research highlighted several critical factors that remain remarkably relevant: 1.     Teacher Understanding: ·       Teachers needed to comprehend the tutors' capabilities and limitations ·       Most successful deployments occurred when teachers viewed tutors as collaborative tools ·       Professional development focused on integration strategies, not just technical operation 2.     Strategic Implementation: ·       Cognitive tutors handled fundamental skill building ·       This freed teachers to focus on higher-order learning support ·       The result was amplified teacher impact, not replacement Compare this to current GenAI implementation challenges: ·       Schools rushing to adopt AI without adequate teacher preparation ·       Lack of clear strategies for integrating AI into existing teaching practices ·       Confusion about appropriate roles for AI versus human teaching The research shows a clear division of labor that worked: ·       AI tutors: Basic skill practice, immediate feedback, progress monitoring ·       Teachers: Complex concept explanation, motivation, social-emotional support ·       Result: More effective learning than either alone could achieve This has crucial implications for current GenAI deployment in education: 1.     Professional Development Needs: ·       Focus on pedagogical integration, not just tool familiarity ·       Help teachers identify appropriate uses for GenAI ·       Develop strategies for blending AI and human instruction 2.     Implementation Strategy: ·       Start with clear learning objectives ·       Identify specific roles for AI support ·       Maintain teacher leadership of learning process The message is clear: successful AI integration requires thoughtful preparation and strategic implementation. Professor Rose Luckin Institute of Education, UCL #AIED #TeacherPrep #BlendedLearning #EdTech #GenAI#SkinnyonAIED #AI #EdTech #Edchat #Leaders #innovation #technology #Learning #Students #Teaching #Edreform  For more thoughts like this read the skinny here: https://lnkd.in/gTaNTRkb

The Fordham Institute just released a nationally representative survey of K–3 teachers on Science of Reading knowledge and practice. The good news: the movement is working. 82% of teachers completed at least one SoR-aligned training in the last two to three years. LETRS training, UFLI, and Amplify CKLA are showing up in classrooms. Most teachers say phonics matters. The hard news: teachers who said their preservice program emphasized the Science of Reading actually knew less about it than teachers who said it emphasized nothing at all. That's not a fluke. That's a signal that colleges of education are, in some cases, teaching a version of "science of reading" that isn't. The report's recommendations are sound: fix preservice, strengthen licensure exams, mandate early in-service training, require aligned curricula. I support all of it. But here's where I'd push the conversation further. Even a perfectly trained, fully bought-in classroom teacher is still one adult responsible for 25 or more developing readers, each with a different brain, a different starting point, and a different pace of acquiring foundational skills. Dr. Nancy Young's research reminds us that in every classroom, there is a portion of children who will need more precise instruction and more at-bats than any single teacher can provide at scale. That's not a failure of the teacher. That's a reality of how reading develops in the human brain. This report focuses, understandably, on teacher knowledge and commitment. But I'd argue we're still under-investing in a harder question: what does the system around the teacher need to look like? Getting every K–3 teacher fully trained in the Science of Reading is necessary. It's not sufficient. The kids who are farthest behind, especially our first graders in the window that research tells us matters most, need something more precise, more frequent, and more individualized than a single classroom can deliver. That's not a critique of teachers. Teachers are superheroes. It's a call for a more honest conversation about what it actually takes to get every child reading. #ScienceofReading #FirstGradePromise #IgniteReading https://lnkd.in/g-jM9K6W

Timothy Odegard states that “Legislation can put things in motion, but meaningful impact depends on implementation systems, educator knowledge, and sustained support.” Over the past decade, states across the U.S. have passed more literacy laws than ever before—focused on dyslexia screening, structured literacy, curriculum reform, and teacher training. This momentum is encouraging. But a new special issue in the Annals of Dyslexia makes one thing very clear: 🛑 Passing a law doesn’t teach a child to read. Implementation does. Here are the key takeaways that every educator, policymaker, and advocate should know: ✅ What the Research Shows 1. Laws spark change—but don’t guarantee it. States are mandating screeners, banning three-cueing, requiring structured literacy, and funding training. But without systems, coaching, and clarity on how to do this work, teachers are left overwhelmed or unsupported.  2. Screening doesn’t equal support. Educators value screening, but many report limited training, tech challenges, and no clear plan for what happens after a child is “flagged.” In too many places, data is collected—but not used to change instruction.  3. Curriculum mandates often stop at phonics. Several states approve “science of reading-aligned” curricula—but adoption frameworks often focus heavily on phonics while overlooking morphology, syntax, language comprehension, and writing. 4. Teacher preparation matters—deeply. States that invest in strong teacher training (like Ohio’s PK–20 model or Louisiana’s dyslexia coursework) are seeing shifts in educator knowledge and instructional capacity. Policy + professional learning = impact. The article says it best: Legislation is the beginning—not the solution. Real progress happens when laws are accompanied by: ✔ Sustainable systems and funding ✔ Ongoing professional learning ✔ Curriculum that reflects the full science of reading, not just phonics ✔ Data that drives instruction—not just documentation ✔ A broader understanding that literacy is language, not just decoding If we want literacy laws to transform lives we must bridge policy and practice. Because the goal isn’t compliance: It’s children who can read, write, think, and thrive.

When they say AI is changing everything, this is what they mean: What if future teachers could step into a classroom before ever setting foot in one—and gain real, hands-on experience with AI students? In this inspiring episode of the VictoryXR Show, host Steve Grubbs sits down with Dr. Susana Rivera-Mills, President of Aurora University, and Aubrey Brammer Southall, the visionary educator behind a first-of-its-kind teacher training simulation. Together, they explore how Aurora University is using AI avatars and immersive learning to redefine teacher preparation and strengthen the education pipeline. Here’s WHAT YOU'LL LEARN in this episode:  THE INNOVATION – How Aurora University built a classroom filled with AI-powered student avatars—each with unique personalities, backgrounds, and learning styles.  TEACHER CONFIDENCE & READINESS – How safe, simulated practice helps teacher candidates build real-world skills before entering live classrooms.  DIVERSITY & INCLUSION – Designing avatars that reflect real student populations, including cultural, linguistic, and neurodiversity.  REAL-TIME AI FEEDBACK – How the system evaluates questioning strategies, classroom management, and real-world connections.  Implementation insights – How students check out VR headsets, choose grade levels, subjects, and receive personalized AI feedback anytime, anywhere.  INNOVATION RECOGNIZED– The project’s nomination for the Innovation in Teacher Preparation Award from the Illinois Association of Colleges for Teacher Education. WHY IT MATTERS – How immersive tech like this can address teacher shortages by increasing preparedness, retention, and passion for the profession. “It’s not about replacing the human element,” says Dr. Rivera-Mills. “It’s about enhancing it—giving our students confidence and experience that changes how they teach.” Watch the full episode now: https://lnkd.in/gSqQNqrY

Research shows us - an excellent teacher is the most important in-school factor for student success. Registered Teacher Apprenticeship Programs (RTAPs) are a key strategy for building that talent pipeline, but we must ensure they offer access and opportunity (and are effective) for all. This is a core mission of the The Pathways Alliance to ensure that there are pathways into the teaching profession for all. New research from EdTrust and the Tennessee Educators of Color Alliance (TECA) conducted in depth interviews with apprentices of color in Texas and Tennessee to understand their experiences. The findings are clear: we need to be more intentional. Recommendations include: Targeted Recruitment: Actively seek out and recruit diverse candidates. Meaningful Mentorship: Protect apprentices from being used as long-term subs and provide them with skilled mentors. Financial Transparency: Break down financial barriers to make programs truly accessible. By strengthening these programs, we build a more well-prepared, and community-connected teacher workforce for all students and move the ball on student outcomes. Read the report https://lnkd.in/eWS47ScZ Congratulations Nathan Kriha, Diarese George, Ed.D, Jonathan Feinstein, and Anna Skubel, Ph.D. on a great report #FutureOfEducation #TeacherDiversity #GrowYourOwn #EducatorPathways

World Teachers’ Day 2025 From Teacher Shortage to Teacher Preparedness: Rethinking the Future of the Profession Every year on World Teachers’ Day, I pause to remember the teachers who changed my life and others, who believed in possibility even when classrooms had no walls. But this year, I find myself thinking not just about gratitude — but urgency. Across the world, we are facing a silent emergency: a teacher shortage crisis that is reshaping the future of learning. According to UNESCO, the world needs 44 million new teachers by 2030 just to meet global education goals. Yet, it’s not only a question of how many teachers — but how well they are prepared. The World Bank’s new global study, “From Prospective to Prepared Teacher,” offers a powerful reminder that teacher shortages cannot be solved by recruitment drives alone. They must be solved by building systems that prepare, mentor, and sustain teachers for life. Drawing on lessons from 11 countries — Finland, Ghana, Chile, Morocco, India, Vietnam, and others — the study identifies five essential pillars for transforming teacher education: 1️⃣ Selective and Attractive Entry – Teachers must be drawn from the best, not the last resort. 2️⃣ Integrated Curriculum – Strong programs link content mastery with pedagogy and classroom practice. 3️⃣ Mentored Field Experience – Real practice with expert supervision must be central, not optional. 4️⃣ Alignment Across Systems – Ministries, universities, and schools must work as one ecosystem. 5️⃣ Quality Assurance – Continuous feedback and accreditation sustain excellence. In my work I’ve seen both sides of this story — from passionate teachers in Bangladesh and Jordan who innovate despite limited resources, to university faculties in Africa and Central Asia rethinking initial teacher education with global frameworks. The message is clear: teachers are not born — they are prepared, supported, and inspired. If we want strong education systems, we must reimagine teaching as a profession of prestige, not sacrifice — one that attracts talent, nurtures mastery, and values humanity. On this World Teachers’ Day, let’s move from celebration to transformation: 💡 From filling vacancies to building vocations. 💡 From temporary fixes to lifelong professional ecosystems. 💡 From thank you posts to policy action and investment. Because the future of education will be determined not by technology or funding alone — but by whether we have prepared teachers in every classroom, in every nation. 📘 Read the World Bank report: 👉 https://lnkd.in/eudCBvcN #WorldTeachersDay #Teachers #Education #TeacherPreparation #WorldBank #EdPolicy #Learning #GlobalDevelopment