Preparing New Teachers for the Students That They Will Really Have in Their Classrooms

The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.

Social-Emotional Learning, Awareness, and Strategies for Teachers

It is no secret that education systems across the country are experiencing a dramatic teacher shortage and that burnout and turnover rates for educational professionals is at an all-time high. In addition to every state suffering from a teacher shortage, teacher preparation programs have also seen critical decline in enrollment. Currently in the United States, teacher retention rates are extremely low nationally, with only 50% of new teachers remaining in classrooms after five years. While there are many external factors such as low starting salaries, lack of adequate resources, and negative working conditions that contribute to teacher mobility or people leaving the profession altogether. This chapter explores how fostering emotional resilience in novice educators can help to increase skilled coping strategies when faced with challenging situations, enhance career satisfaction, and translate into greater teacher retention.

The Department of Education and Culture's Strategy to Address Educator Shortage in Pontianak

The purpose of this research was to examine the Department of Education and Culture's strategy for addressing the city of Pontianak's teacher shortage. This study employs an inductive descriptive qualitative method. Data reduction methods, data display/data presentation, and conclusion drawing/verification were used to analyze the collected data. In order to gather the data, we used a combination of observation, documentation, and in-depth interviews as data collection techniques. Structured interviews and purposive sampling were used to select participants for the study. Research shows that the Department of Education and Culture's strategy for dealing with the shortage of teachers is adequate. There is no doubt that the Department of Education and Culture is doing everything it can to alleviate the shortage of teachers in Pontianak City, whether it's through policies like hiring PPPK employees or stipulating that ASN be formed exclusively for educators.

The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.

Backtalk: Harnessing the power of career changers to address teacher shortages

School administrators across the country have been facing a worsening teacher shortage. Programs that attempt to fill gaps by promoting teaching among current high school students are helpful but cannot fill vacancies as quickly as is needed. Alan Mather of Golden Apple describes how their Accelerators program has begun inviting career changers and current college seniors who aren’t on an education track into their 15-month residency and licensure program. The program attracts professionals who are interested in teaching but lack the time or money for traditional preparation programs and puts them on a quicker path to teaching jobs in schools with high needs.

Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences

<p>The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania’s secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher’s pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher’s teaching practice reflect LCT beliefs?; and how does a teacher’s evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents. The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers’ own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies. Findings presented aspects which influence teachers’ practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students’ power relation, and the nature of the curriculum. Other aspects raised include: teachers’ substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance. The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers’ flexibility; and teachers’ need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers’ need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers’ use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches. The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy’s perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners’ culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.</p>

Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences

<p>The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania’s secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher’s pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher’s teaching practice reflect LCT beliefs?; and how does a teacher’s evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents. The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers’ own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies. Findings presented aspects which influence teachers’ practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students’ power relation, and the nature of the curriculum. Other aspects raised include: teachers’ substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance. The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers’ flexibility; and teachers’ need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers’ need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers’ use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches. The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy’s perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners’ culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.</p>

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

The present study compared the motivations to teach Chinese between native and nonnative pre-service teachers of Chinese as a second/foreign language (CSL/CFL). The participants included 325 native and 325 non-native Chinese-speaking pre-service CSL/CFL teachers registered in the Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programs; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation was observed for both the native and non-native teachers. Second, the two groups showed non-significant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value, and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in the motivation of the second language teacher and offer insights into the variables at different levels that might influence the motivation of the second language teacher. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problems of teacher shortage outside China.