Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development

Abstract

A major challenge for teacher education in the twenty-first century is to provide society with qualified teachers to teach and prepare the next generation of citizens. The situation in, for example, Sweden and South Africa faces huge issues concerning an increased lack of teachers in the future, as well as difficulties with teacher attrition. Examples from the USA show that up to 50% of new teachers quit working as teachers within 5 years. The difficulties with knowledge transfer to new generations, are a global threat. In this chapter, the deficiency of examined teachers is addressed in Section 1. This is followed by an overview of two key aspects of teachers' professional development, namely bridging the gap between practice and theory to enhance teaching quality as well as the importance of practice-based professional development to maintain teachers to work as teacher in a long-term perspective. The results of a case study of students' views on theories are presented, showing a strong experienced dichotomy between theory and practice, and difficulties to see how theories could be used to better understand classroom situations. Finally, a proposal of how to bridge the gap between theory and practice with designed modules is presented.

Lesson study as a vehicle for improving SEND teachers’ teaching skills

“…In Sweden, where the studies presented in this special issue were conducted, more than half of all SEND teachers are expected to retire within the next ten years. To fulfill the need for special education, 1,200 teachers must qualify annually, but so far, only 500–600 do so each year (Holmqvist, 2019). This means vulnerable groups with multiple disabilities are currently already disadvantaged educationally due to the lack of specialist teachers.…”

Assessment of Young People’s Motivation for Pursuit of Higher Degree in the Field of Education: Implications for Educational Philosophy and Teacher Policy in Nigeria

“…Thus, teachers of primary and secondary school students are crucial to helping to build children in formative years (Bastos, 2017), and motivated teachers will play significant role in doing this. Teachers are at the center of Education process (Holmqvist, 2019). While policy recognizes the need to motivate the teachers at the primary level especially those living in the rural areas, there are no specific incentives for them.…”

Rasch Analysis in Measuring Instruments Lifelong Learning Skills Among Design and Technology Teachers: A Pilot Study

“…The importance of these skills for teachers in personal and professional development can be challenging in education. According to Holmqvist (2019);Ismail, Nopiah & Sattar (2018); Hammack (2018); Ghavifekr et al (2016), the teacher in DNT subject lack of some skills in teaching such as mismatch background study with teaching option, lack motivation, lack of skills, lack to identify student's needs, difficult in writing an article and lack of preservice and in-service training. Related to this issue, researchers develop a lifelong learning skill framework to guide and give information about the primary skills teachers must require in their learning process journey.…”

“…Related to this issue, researchers develop a lifelong learning skill framework to guide and give information about the primary skills teachers must require in their learning process journey. Holmqvist (2019) explaining that the teachers should be move from the basis's role as dispensers of information to foundations of learning and support students turning information into knowledge and knowledge into wisdom. According to Meerah et al (2011), there are not many instruments able to measure lifelong learning skills among teacher in Malaysia.…”