International Approaches to Teacher Selection and Recruitment

Hobson, Andrew J.; Ashby, Patricia; McIntyre, Joanna; Malderez, Angi

doi:10.1787/5kmbphhh6qmx-en

Cited by 13 publications

(23 citation statements)

References 19 publications

(11 reference statements)

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“…Heightened attention internationally to the 'quality' of teachers has focused firmly on the academic achievement of entrants to and graduates of teacher education programs (Auguste et al 2010;Hobson et al 2010). Federal and state departments of education in Australia, for example, have implemented policy measures to ensure that all teachers are within the 'top 30%' of the population in literacy and numeracy achievement (Australian Government Department of Education and Training 2015; NSW Board of Studies Teaching and Educational Standards [NSW BOSTES] 2015a).…”

Section: Introductionmentioning

confidence: 99%

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students

et al. 2016

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Who says we're not attracting the best and brightest? Teacher selection and the aspirations of Australian school students Abstract Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the 'best and brightest' are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6,492 Australian school students in Years 3 to 12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract 'better' students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the 'best and brightest' risk undermining the very goals espoused.

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Section: Introductionmentioning

confidence: 99%

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students

et al. 2016

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“…There have been many attempts to devise optimal processes to select candidate's into teacher training programs (for a recent international review see Hobson, Ashby, McIntyre, & Malderez, 2010). Currently, selection into teacher training programs in Australia is typically based upon a candidates high school university entrance score.…”

Section: Introductionmentioning

confidence: 99%

Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

Sautelle¹,

Bowles

Hattie³

et al. 2015

AJTE

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“…In 2015, 51% of teachers failed the definitivat exam and 73% failed the tenure test (although the teachers who take this test are not all new to the profession) (SIIIR, 2016). Using such tests as the main method of screening potential teachers is much less efficient than having high standards for entry to initial teacher education programmes and comprehensive initial teacher preparation (Hobson et al, 2010). The fact that teachers who receive below passing marks (i.e.…”

Section: Rethinking the Definitivat Exammentioning

confidence: 99%

System evaluation in Romania: Using information for system improvement

2017

OECD Reviews of Evaluation and Assessment in Education

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Romania's education system has made significant improvements in recent decades, not least in terms of student learning outcomes and strengthening institutional capacity. These improvements make Romania a regional leader. They also provide the foundations to further improve quality and equity, so that all young Romanians have the chance to reach their full potential and realise their aspirations. This review was undertaken by the OECD with the support of UNICEF at the request of, and in close collaboration with the Romanian Ministry of National Education and Scientific Research. Focused on the assessment and evaluation system for Romania's schools, it provides recommendations to help the country capitalise on the positive practices that it has already put in place, so that they have the support and visibility to flourish and enable positive change across the education system. It encourages Romania to put student learning at the heart of evaluation and assessment. This will mean moving towards a system where assessment is not used only to measure and reward performance but as the basis for discussion and feedback. This will provide students, teachers, schools and policy makers with the information, space and professional advice to be able to reflect critically on their work and identify what they can do better in the future.The review is the first time that the OECD Directorate for Education and Skills and UNICEF have come together to work in this way. This co-operation has meant that the review has been able to benefit from our organisations' complementary experience and expertise to provide an analysis that is sensitive to the history and context of evaluation and assessment in Romania's education system while drawing on international research and best practice from around the world. Above all though, we hope that this co-operation provides useful recommendations that will help Romania enhance its evaluation and assessment system so that it raises the learning outcomes of all its students. This report comes at an important moment for Romania, as it is considering a new law on education with the potential to bring significant change. We hope that its recommendations can inform this process, and help to develop an education system that provides excellence for all.

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International Approaches to Teacher Selection and Recruitment

Cited by 13 publications

References 19 publications

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students

Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

System evaluation in Romania: Using information for system improvement

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