Studying teacher shortages: Theoretical perspectives and methodological approaches

Blanco, Ana Marín; Bostedt, Göran; Michel-Schertges, Dirk; Wüllner, Sabrina

doi:10.33902/jpr.202319067

Cited by 3 publications

(6 citation statements)

References 10 publications

(15 reference statements)

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“…Therefore, teachers are the critical agents in putting such ambitious instructional reforms into practice, and to succeed, these reforms require shifts in the way science and math are currently taught in many classrooms [11,12]. However, worldwide, there are documented shortages of teachers [13,14], something that has accelerated in the wake of the COVID-19 pandemic. Oluk [14] (p. 1) calls our attention to shortages in teachers and trends in teacher retention rates as a "major cause[s] for concern".…”

Section: Introductionmentioning

confidence: 99%

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

Rhemer,

Rogers,

Southerland

2024

Education Sciences

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This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices’ instructional rigor, and employment data were collected for thirty-seven of these graduates three to eight years after graduation. Regardless of the program’s features, all teachers could design and implement instruction with moderate to high rigor. However, this ability was not the norm. Mixed-effect models suggest the strongest evidence between degree types (bachelor versus post-bachelor) was related to teachers’ persistence: novices from graduate programs were more likely to persist in the work. However, no program feature was strongly associated with instructional rigor. Further research is needed to determine if the differences we found in teacher persistence are due to the nature of applicants drawn to particular programs (undergraduate versus graduate) or the program’s structure. Future research is also needed to explore the influence of instructional context (i.e., district, school, and department norms for instruction) on math and science teachers’ instructional rigor.

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Section: Introductionmentioning

confidence: 99%

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

Rhemer,

Rogers,

Southerland

2024

Education Sciences

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“…The desire to teach is viewed by many as an inspiring, motivating, and rewarding career choice. Realistically, teaching is also a professionally and personally demanding occupation, with many teachers reporting work-related stress, leading to poor wellbeing and burnout [1][2][3]. It is well documented that in almost every country in the world, there is an increasing phenomenon of teacher shortages [3].…”

Section: Introduction: the Teacher Exodusmentioning

confidence: 99%

“…Realistically, teaching is also a professionally and personally demanding occupation, with many teachers reporting work-related stress, leading to poor wellbeing and burnout [1][2][3]. It is well documented that in almost every country in the world, there is an increasing phenomenon of teacher shortages [3]. Discourse surrounding a teacher shortage is not a new discussion, but in the post-pandemic world, the teacher supply deficit and teacher retention rates are being highlighted around the globe as a major cause for concern, with supply issues in many countries reaching critically low levels.…”

Section: Introduction: the Teacher Exodusmentioning

confidence: 99%

“…Discourse surrounding a teacher shortage is not a new discussion, but in the post-pandemic world, the teacher supply deficit and teacher retention rates are being highlighted around the globe as a major cause for concern, with supply issues in many countries reaching critically low levels. Research has determined that there is still speculation surrounding the cause of the teacher exodus, but the evolving empirical data have determined that the reasons why teachers are leaving the profession are contextually motivated [1,3]. It is reported that contextual factors such as limited autonomy, ever-increasing accountability, and mandated demands for data collection are causing stress among teaching professionals [1,2,4].…”

Section: Introduction: the Teacher Exodusmentioning

confidence: 99%

“…Further, mainstream media discourse has persistently placed blame on teachers for low student outcomes, claiming that education strategies are not closing the widening gaps in educational outcomes [1]. Whatever the reason, what is known is that there is a reduction in school leavers wanting to enter the profession and an exodus of classroom teachers leaving it [3].…”

Section: Introduction: the Teacher Exodusmentioning

confidence: 99%

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Addressing the Teacher Exodus via Mobile Pedagogies: Strengthening the Professional Capacity of Second-Career Preservice Teachers through Online Communities of Practice

Oluk

2023

Education Sciences

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In recent years, the discourse from media outlets around the globe, including Australia, has narrated a teacher supply crisis and highlighted the need to address an ever-growing teacher shortage. In Australia, a recent exodus of accredited teachers has seen a rapid change in the stability of the teaching workforce. School leaders are significantly challenged to find suitable teachers, especially in hard-to-staff schools in rural and remote communities. To fill the supply gap, governments have targeted career professionals looking to segue into a second career in education. Initial teacher education (ITE) preservice teachers trying to balance their external commitments and studies have necessitated a more flexible and versatile online learning platform and community. This paper discusses the need for ITE providers to pivot from the traditional modes of on-campus teaching and to establish a more accessible and highly engaging pedagogical approach to preservice teacher education to prepare this cohort of future teachers to be educators in schools. With a focus on the well-established pedagogical approach of collaborative communities of practice, this paper explores new narratives surrounding collective engagement and the link to academic accomplishment. The findings and thematic analyses unveiled a teaching-focused lecturer’s lived experiences while creating and delivering collaborative and authentic pedagogically mobile curricula. The goal is to prepare preservice teachers for their new careers while creating authentic learning experiences that build their capacity to become pedagogically adaptable beginning teachers.

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Teacher shortage in Croatia – a challenge for educational policy, initial teacher education and educational institutions

Domović,

Drvodelić

2024

European Journal of Teacher Education

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Studying teacher shortages: Theoretical perspectives and methodological approaches

Cited by 3 publications

References 10 publications

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

Addressing the Teacher Exodus via Mobile Pedagogies: Strengthening the Professional Capacity of Second-Career Preservice Teachers through Online Communities of Practice

Teacher shortage in Croatia – a challenge for educational policy, initial teacher education and educational institutions

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