2014
DOI: 10.1007/s10100-014-0356-5
|View full text |Cite
|
Sign up to set email alerts
|

Modelling practical placement of trainee teachers to schools

Abstract: Several countries successfully use centralized matching schemes for assigning students to study places or fresh graduates to their first positions. In this paper we explore the computational aspects of a possible similar scheme for assigning trainee teachers to schools. Our model is motivated by the situation characteristic for Slovak and Czech education system where each pre-service teacher specializes in two subjects. We show that if the two subjects can be performed independently, then a feasible assignment… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3

Citation Types

0
5
0

Year Published

2015
2015
2022
2022

Publication Types

Select...
6
1

Relationship

1
6

Authors

Journals

citations
Cited by 10 publications
(5 citation statements)
references
References 17 publications
0
5
0
Order By: Relevance
“…3 This is the case, for example, in France (Terrier, 2014), Germany, Czech Republic (Cechlárová, Fleiner, Manlove, McBride and Potpinková, 2015), Italy (Barbieri, Rossetti and Sestito, 2011), Turkey (Dur and Kesten, 2014), Mexico (Pereyra, 2013), Peru, Uruguay (Vegas, Urquiola and Cerdàn-Infantes, 2006), and Portugal. 4 In practice, several other criteria used to determine teacher priorities might also reflect broader social objectives.…”
Section: Introductionmentioning
confidence: 99%
“…3 This is the case, for example, in France (Terrier, 2014), Germany, Czech Republic (Cechlárová, Fleiner, Manlove, McBride and Potpinková, 2015), Italy (Barbieri, Rossetti and Sestito, 2011), Turkey (Dur and Kesten, 2014), Mexico (Pereyra, 2013), Peru, Uruguay (Vegas, Urquiola and Cerdàn-Infantes, 2006), and Portugal. 4 In practice, several other criteria used to determine teacher priorities might also reflect broader social objectives.…”
Section: Introductionmentioning
confidence: 99%
“…The authors report that CCAS have been successfully implemented in recent years in a number of countries including France, Germany, Turkey, Peru, Portugal, and Ecuador. For additional evidence on the benefits of CCAS for teacher assignment systems see, for example, Pereyra (2013); Terrier (2014); Cechlárová et al (2015); Dur and Kesten (2019); Combe et al (2021).…”
Section: Introductionmentioning
confidence: 99%
“…Thus we suppose that each school has different capacity for each subject and that it will be willing to employ a set of teachers in such a way that these capacities will not be exceeded. Cechlárová et al [8] studied a variant of this problem where the tranee-teachers could only express which schools are acceptable for them and which not without ordering them according to their preferences and the schools had no say. In these settings, the aim was to assign as many trainee-teachers as possible (ideally all of them) by respecting the schools capacities.…”
Section: Introductionmentioning
confidence: 99%