Teacher Supply Research Articles

Responding to a cry in the wilderness: teachers’ perceptions of teaching the Apprentice of Fine Arts in Creative Writing and its impact on the signature pedagogies of English

ABSTRACT This paper reports the findings from a small-scale study conducted over the first two years of a novel post-16 qualification, the Apprentice of Fine Arts in Creative Writing (AFA). It foregrounds the voices of English teachers teaching the AFA, to explore whether and how the AFA contributes to developing subject English’s ‘signature pedagogies’ (p. 3), promoting teacher agency, creativity and dialogue. Research was conducted through semi-structured interviews with five teachers across four schools over two years, analysed through a hermeneutic framing. Findings suggest that the participants perceived that teaching the qualification had a positive impact on their professional agency, enhanced their relationships with students, and resulted in greater job satisfaction. In a policy context where secondary English teaching in England is increasingly restricted, threatening both the signature pedagogies and teacher supply, the paper calls for larger-scale longitudinal research into initiatives such as the AFA and the affordances they offer.

Foreign Body Airway Obstruction: Modern Principles and Approaches to First Aid and Dispatcher Assistance on First Aid

Foreign body airway obstruction (FBAO) is one of the most common causes of accidental death in adults and children. Probability of saving a life in severe FBAO depends on the ability of the bystander to quickly recognize the problem and correctly provide first aid (FA) to the victim. However, due to the lack of knowledge and skills of the FA, bystanders rarely attempt to give necessary help. Along with mass FA training, provision of instructions on the FA to untrained bystanders over the telephone by emergency medical services (EMS) dispatchers can facilitate active involvement of the population in the process of providing FA. In this study, a detailed analysis of the modern principles and approaches to the provision of the FA in FBAO was carried out and a draft of a universal Russian-language algorithm for remote dispatch support of the FA was developed. The developed algorithm can become a component of the domestic program for remotely instructing the population on provision of FA in life-threatening conditions and is proposed for further testing and implementation in the practice of EMS dispatchers.

The importance of active-learning, student support, and peer teaching networks: A case study from the world’s longest COVID-19 lockdown in Melbourne, Australia

In the Australian state of Victoria, the city of Melbourne endured the world’s longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology, and the online replacement of practical instruction in petrology and petrography to be the greatest pedagogical challenges. We developed and used a range of different virtual field excursions that, given time and travel constraints imposed on us, were necessarily “low-tech” and non-immersive. Despite this, our students largely engaged enthusiastically with the virtual excursions, met many preexisting learning goals, and gained additional skills, particularly in regional-scale geological synthesis. In teaching petrology and petrography online, curated resources improved student understanding of some fundamental concepts, and it was advantageous that students were all assessed using identical imagery, rather than one sample from a non-identical class-set. On the other hand, we found we were less able to train students in the advanced skills of thin section interpretation. Assessment changes associated with online teaching have resulted in a permanent shift from low-level recall-style assessments to instead emphasizing higher-level synthesis and “geological thinking” skills. Our efforts throughout the pandemic demonstrated the value of instructor-student engagement and yielded teaching resources that have subsequently enhanced our face-to-face teaching and increased flexibility for students. Moreover, the COVID-19 pandemic has highlighted the importance of collaborative teaching practice and we have increasingly seen the benefits of local and national-scale teaching networks for peer support and for resource sharing.

Problems of Unbalanced Teacher Quantity and Quality and Countermeasures

This paper focuses on the quantity and quality of teachers. For a long time, the supply of teachers has been a topic of concern in the academic circles. There are too many people in developed cities, and it is common for underdeveloped rural areas to have no applicants. The quality of teachers is mainly reflected in the qualifications of teachers, and the uneven distribution of teachers' qualifications is also a very common phenomenon in schools at different levels in different regions. By combing the existing data, this study found that there are still many problems in the number and quality of teachers, and found out the reasons behind them. Finally, it proposed a feasible path for the problems and reasons.

Provision of Climate Emergency Teaching for Psychiatry Trainees: A Deanery Wide Quality Improvement Project

AimsIn 2021, The Royal College of Psychiatrists declared a climate emergency, stating that “The disruption to life posed by climate and ecological degradation is a crisis which presents an unprecedented threat to human health”. In 2022 the College released an updated curriculum for both Core Trainees and Higher Trainees, which included the requirement that trainees “demonstrate an understanding of the principles of sustainability and how they underpin sustainable psychiatric practice”. We aimed both to understand whether Core Psychiatry Trainees (CTs) are meeting the new sustainability curriculum requirements and to increase awareness of the connections between the climate crisis and mental health.MethodsWe used an electronic questionnaire to survey CTs baseline understanding of the climate emergency and sustainable practices in psychiatry, with reference to clauses included in the 2022 curriculum and Silver Guide. An educational module on the climate emergency was planned and delivered to CTs in 2022 and 2023. Content included sustainable practices in psychiatry and the relevance of the climate crisis to mental healthcare. Feedback was gathered afterwards.ResultsThe questionnaire showed 44% of CTs surveyed disagreed or felt neutral that they could demonstrate an understanding of the principles of sustainability and 56% disagreed or strongly disagreed that they understand how the mental healthcare system can work to reduce potential negative impacts of healthcare on the environment. Feedback from the initial teaching day in 2022 included the following suggested improvements 1) Highlighting the relevance to psychiatry 2) Holding the day in person 3) Avoiding sessions with too many facts. These suggestions were incorporated into the second teaching day, along with the new College Silver guide curriculum requirements. 32 CTs attended the second teaching day (16 in person and 16 online), with some overlap in attendees from the previous year. Feedback from the second day was very positive. Respondents particularly found the session on young people and eco-distress useful, and reported finding the day ‘educational’, ‘insightful’, ‘practical’ and ‘accessible’. Further suggested improvements were to incorporate a nature based intervention into the day.ConclusionOur findings showed psychiatry trainees find educational sessions on the climate crisis and psychiatry necessary and useful for their practice. This project gives an insight into how to provide this teaching in way that is reflective of the scale and urgency of the issue whilst also providing practical advice, optimism and active hope for the future.

행정법령상 ‘신청기간’ 관련 판례 분석 및 법제적 시사점

Administrative statutes contain many provisions regarding the period. However, it is not clear what these terms and conditions mean and what effect they have. On March 18, 2021, the Supreme Court's ruling on the application period for parental leave benefits came out. The issue in this ruling was whether the legal effect of the parental leave benefit application period was a compulsory provision or an instructional provision. Legal regulations are usually divided into mandatory regulations and voluntary regulations, focusing on legal effects. Administrative law uses the term instructional regulation instead of discretionary regulation. It is a matter of statutory interpretation to distinguish whether the term provision is a prescriptive provision or a compulsory provision. The results of analyzing Supreme Court precedents regarding whether the period of administrative statutes are instructive or compulsory are as follows. First, if the application period of the party is directly stipulated in the law, it is considered a mandatory provision. Second, if the application period is stipulated in subordinate statutes such as the Presidential Decree, and if there is a legal delegation, it is regarded as a compulsory regulation, but if there is no legal delegation, it is regarded as an instructional regulation. Third, if the administrative agency's business processing period is stipulated, it is regarded as an instructional regulation regardless of the form of the law. Article 70 (1) 3 of the Employment Insurance Act, which was amended on July 21, 2011, stipulates the application period for parental leave benefits. In addition, Paragraph 2 was newly established in Article 70 to stipulate it in a procedural form, and the previously deleted content was moved and stipulated. In the lawsuit for refusal to pay parental leave benefits, the first trial dismissed the plaintiff's claim, and the second trial cited the plaintiff's claim, considering the application period to be an instructional rule. However, the Supreme Court reversed the judgment of the lower court. The reason is that there is no case in which the Supreme Court precedent has ruled that the statutory provision stipulating the application period for the right to claim benefits under public law is a rule of instruction. The Supreme Court seems to have consistently judged it as a mandatory provision. On the other hand, this ruling divided the right to receive social security benefits into abstract forms and concrete forms, and the legislature determined the exercise period of each right through policy. As a legal implication of this ruling, the author suggested several ways to legislate the application period.

고교학점제 연구 및 운영 경력이 있는 전문가가 인식한 일반학교 특수교육 대상 학생을 위한 고교학점제 운영 방안 탐색

The purpose of this study is to explore successful operation plans for the high school credit system for students with special needs in general schools. For this purpose, a focus group interview (FGI) was conducted targeting experts who have experience in researching the high school credit system and operating the pilot schools for the high school credit system. A total of eight experts participated in the online FGI meeting, and the collected data was analyzed based on a three-step coding process. As for the main results, first, it was necessary to clarify the directions in operating a high school credit system for students with special needs with an emphasis on inclusive education, and to design a balanced curriculum by expanding the scope of the role of special education. Second-in order to secure appropriate evaluation methods for students with special needs in general education settings-it was necessary to come to an agreement on applying different criteria for course completion, solve pending issues related to evaluation, and enhance teachers’ professionalism. Third, the need to improve various conditions was emphasized-such as supply and demand of teachers, utilization of resources outside school, and course opening for inclusive education in order to effectively operate the high school credit system. Fourth, it was needed to match both students’ educational needs and curriculum characteristics of high schools. Teachers need to provide students with career and academic guidance based on types within students’ career. Based on these results, implications such as the organization and operation of school curriculums aimed at inclusive education, the advancement for students’ evaluation, and the preparation in teachers’ guidance for career and academic design were discussed.

Teacher supply in Ireland: anatomy of a crisis

ABSTRACT The last several years have seen an escalation in calls for an adequate response at governmental level to the reality of a teacher supply crisis in Ireland. This article traces the evolution of the crisis, providing important socio-historical context and analysis. It argues that while the issue of a steady supply of teachers has been a feature of the evolving complexion of the Irish educational landscape for decades, the problem has become more pronounced in recent years. Despite this accentuation, there has been a reluctance at a policy level to engage with meaningful dialogue and action which risks irrevocably damaging the profession and ultimately the education system.

Perspectives of Teachers on the Teaching of Learners with Dyslexia at Intermediate Phase in Mainstream Primary Schools

The inclusion of learners with dyslexia in mainstream primary schools requires the provision of a least-restrictive teaching and learning environment which celebrates the uniqueness of all individuals. In view of this, the purpose of this study was to explore the perspectives of teachers in teaching dyslexic learners at the intermediate phase in mainstream primary schools. A qualitative research approach was utilised in the study. This offered participants an opportunity to freely reveal their opinions on the phenomenon under investigation. The population for this study comprised teachers who taught classes with both dyslexic and non-dyslexic learners at the intermediate phase. Purposive sampling was used to select twenty-four teachers with a minimum of three years of teaching experience from the eight schools under study. Semi-structured interviews were used to gather data from the research participants. Data were analysed thematically. The study established that dyslexic learners face diverse reading, writing and arithmetic challenges and these affect their overall academic performance. The study recommends that teachers should consider the preferred learning styles of individuals with dyslexia in their planning and delivery of academic content.

Problems and Solutions in Chinese Basic Education

The study combs the achievements and existing problems of Chinese basic education development since the reform and opening up 40 years ago, and based on the theory of educational equity and equalization of public services, and compares the data released by the Ministry of Education in 2012 and 2021, it can be found that compulsory education the number of schools in the stage has been reduced, the enrollment and enrollment have increased to a certain extent, and the nine-year compulsory education consolidation rate has increased; the gross enrollment rate in high school has increased by 6.4%, full-time teachers have increased significantly, and the student-teacher ratio has been further optimized. This study found that the key issues of Chinese basic education are mainly in the aspects of education evaluation, teacher team construction, and digital empowerment education. Therefore, it is proposed to implement the evaluation content of basic education under the guidance of the "Overall Plan for Deepening Educational Evaluation Reform in the New Era"; Guided by the policy of public-funded normal students, improve the quality of teacher supply; take the digitalization of education as the guide, to accelerate the development of basic education and other policy recommendations, so as to promote the development of basic education in China.

Key indicators informing students’ perceptions of online learning and academic performance during the COVID- 19 pandemic

The purpose of this paper is to examine students’ perceptions of their online learning experience during the first wave of COVID-19. The paper highlights the actions taken by the institution in transitioning to online learning and key indicators which influenced students’ perceived online learning and academic performance during the pandemic. The study was conducted at a university and reports on quantitative and qualitative data collected from an online survey of 3257 students. Tinto and Pusser’s (2006) model of institutional actions was used as a framework to guide the study. The study’s findings forced the university to re-look at student support through new lenses. The findings from the data provided the basis for the institution to re-invent three academic policies to include a more holistic approach to learning, teaching, and student success. The policies developed were: Flexible Learning and Teaching Provision (FLTP), Assessment, and Curriculum Transformation and Renewal, which placed the student at the centre of university actions.

소규모학교의 고교학점제에 대한 교원 및 전문가 인식 분석

Objectives This study attempted to explore the effective operation plan of the high school credit system in small schools through in-depth interviews with teachers and experts on the difficulty of operating the high school credit system in small schools by G Office of Education following the introduction of the high school credit system.
 Methods To this end, 1st to 9th in-depth interviews (May 2022 to September 2022) were conducted with teachers in charge of the high school credit system in small schools and professional education staff in charge (regional offices and provincial offices of education). In the first interview, the content of the interview between the person in charge of the high school credit system in a small school and the participants in the inter-school joint curriculum was intensively discussed. In the ninth interview, cases of joint education courses between local unit schools were discussed, and the interview materials were recorded and transcribed.
 Results G Through interview analysis on small school high school credit system operation cases, (1) course application and opening, (2) teacher supply and demand, (3) work increase, (4) academic schedule adjustment and travel distance between schools, (5) Opinions were identified in six aspects, including the use of school facilities and local resources, the formation of consensus, and the shift in perception. In addition, implications were derived by analyzing the current status of high school credit system operation in small schools, cases of joint curriculum operation between schools, demand for vitalization of joint curriculum between small schools, and demand operation model for vitalization of joint curriculum between small schools.
 Conclusions First, regional consultative bodies should be activated so that communication between teachers centered on the Office of Education becomes routine beyond exchanges at the level of current subject research associations in the region. Second, it is urgent to establish a human resource pool using external instructors and improve the stable supply of teachers. Third, the school work organization for the operation of the high school credit system must be reformed. Fourth, the principle of adequacy of the teacher's workload should be applied.

중국 교사 AI교육정책의 도입 및 시사점

Now that global attention is paid to AI education, China is aggressively implementing AIeducation for teachers at the government level. China which induced AI education early to theregular curriculum is producing teachers through teacher training and re-education courses. Thisstudy investigated the introduction and current status of teacher AI education in China mainlywith both nonconfidential and confidential documents and analyzed the characteristics of it. Inthat process, this researcher examined problems related with teacher supply and demand andthe policy of flexibility in different school levels and also analyzed feasibility and problemsassociated with the placement of applicants for teacher training and the plan to appointnonregular teachers. Korea requires a systematic approach to expanding AI education andtraining related teachers from now on. To reduce problems that may occur in it, this authorintended to derive implications from the cases in China regarding the sufficient input ofbudgets, the matter of political use, teachers’ voluntary participation and support from theMinistry of Education, or connection with career education. This study was written mainlythrough literature review, but expert interviews were done, too, partly.

WHAT CONSIDERATIONS SHOULD THE SCHOOLS OR TEACHERS TAKE INTO ACCOUNT WHEN IMPLEMENTING ENGLISH-INDONESIAN BILINGUAL PROGRAM IN THEIR SCHOOLS?

English-Indonesian bilingual education (BE) program has been implemented in Indonesia for several decades, starting from primary school to tertiary education both by public and private educational institutions. Unfortunately, many stakeholders have questioned about the result of the implementation of the program in Indonesian schools especially in public or government schools. This article presents five strategies that schools or teachers need to be taken into account if they want to achieve successful English-Indonesian bilingual program, namely: (1) sufficient bilingual teacher supply; (2) ongoing teacher professional development; (3) communicative classroom strategies; (4) English in the school context; and (5) collaboration between language and content teachers

The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England

ABSTRACT Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stakeholders between 2 July and 30 September 2021, in response to a Market Review of Initial Teacher Training in England. The paper outlines how online platforms and networks can serve as Virtual Communities of Practice (VCoP), which can mobilise teacher educators to engage with and critique policy making. Discourse emerging from the analysis of the 75 items focuses on key concerns associated with teacher supply, quality and questions the evidence for wholesale changes to ITE. This paper highlights that the voice of teacher educators in England is marginalised and offers a cautionary tale for colleagues currently immersed in international efforts to “reform” and “review” ITE. We argue that this case study illustrates the potential for the international sector to form a VCoP and through these, to challenge postulated “solutions” to espoused policy “problems” in ITE.

Rate of obesity within a mixed-breed group of horses in Ireland and their owners’ perceptions of body condition and useability of an equine body condition scoring scale

BackgroundEquine obesity is a significant health and welfare concern. The proportion of domestic horse populations that are overweight are as high as 45%. As the primary decision-makers for their horses’ care, owners are theoretically ideally placed to identify whether their horses are appropriately conditioned, however, research in other countries has shown that many owners are unable to accurately judge their horse’s body condition. In this study, through the comparison of body condition scoring (BCS) performed by an expert and the horse owners and interviews with owners, we aimed to identify the proportion of horses that were overweight or obese, to assess the accuracy of horse owners' BCS assessment both prior to and after receiving information and instructions on body condition scoring, and to identify common themes amongst owners’ views regarding BCS assessment and the Henneke BCS system.ResultsForty-five percent of the horses in this study were overweight or obese. The agreement between the owners and an equine veterinarian regarding the horses’ BCS was fair to good both prior to (κ = .311, P < 0.001; ICC = .502, P < 0.001) and after (κ = .381, P < 0.001; ICC = .561, P < 0.001) receiving information and instructions on scoring. Three quarters of the owners who took part in the study did not use any method of monitoring their horse’s body condition. Thematic analysis of owner responses was varied, with the most common theme being an awareness of the need to monitor or make changes to their horse’s condition with responses in this theme split between owners who felt in control and those who did not. Owner feedback on the utility and useability of the scorning system was that it was useful however parts are too technical or need improvement.ConclusionsEquine obesity is a significant problem in this population in Ireland. Horse owners’ ability to accurately judge their horse’s condition does not improve with provision of instructions on body condition scoring. These results combined with owners’ feedback on the Henneke BCS system indicate that it is not a tool that can be reliably used by owners.

Uncovering and Tackling Educational Inequalities Caused by the Pandemic: Parents’ Perspectives for Equitable Education in Malta

The COVID-19 pandemic enforced the immediate closure of schools, demanding schools to offer remote teaching to children who were isolated in their homes. However, not all schools and educators were ready, skillful and motivated to meet the challenges of the shift to online modes of teaching and learning. As a result, families were affected unequally, and existing educational inequalities became wider and more pervasive. Children from lower-educated and socio-economic backgrounds were the most affected as they had less access to technological resources and less support from their parents. In this regard, the aim of this study was to explore the educational inequalities that were amplified by the pandemic as experienced by children aged 0 – 11 years, from their parents’ perspective. Quantitative data was gathered through two questionnaires which were conducted in September 2020 and 2021 about school closure. This study analyses the different inequalities experienced by children when schools shifted to remote teaching, including the different levels of responsiveness and support provided by schools. Data shows that children and their families experienced inequalities in the provision of online teaching and support provided by schools, which resulted in disengagement and learning loss. Keywords: educational inequality, equitable education, parents’ perspectives, remote teaching, pandemic DOI: 10.7176/JEP/14-12-02 Publication date: April 30 th 2023

Investigating the impacts of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation model

Although post-secondary school agricultural education degree programs strive to meet the need of supplying agriculture teachers, the gap between teacher demand and supply continues to exist. The Teach Ag Campaign is a joint effort of the agricultural education profession to recruit and retain agricultural educators and encourage students to pursue a career in teaching agriculture. Given the systematic program evaluation of the effects of Teach Ag Campaign efforts on agriculture teacher supply is lacking, this study investigated the outcomes and effectiveness of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation framework. The results indicated that the design and implementation of the Agricultural Education Institute (AEI) effectively met the needs of program participants, and the program positively affected participants’ knowledge, attitude, and aspiration regarding a career teaching agriculture. In addition, the findings demonstrated that the AEI contributes to producing agriculture teachers who support Florida's school-based agricultural education programs. Based on the results of this study, recommendations for practice in terms of participant recruitment, program design, implementation, and future research were proposed.

The Potentials and Limitations of Applying Content and Language Integrated Learning (CLIL) Approach to English Teaching for Medical Students

The Faculty of Medicine, the University of Mataram, Indonesia, renewed its curriculum to teach English to aide Indonesian university graduates to enter the competitive international job markets. Adopting this new curriculum will affect the provision of teaching and learning activities. This paper attempts to justify whether the use of Content and Language Integrated Learning (CLIL) would fit within the current English curriculum. A comprehensive review of a literature was conducted to identify barriers and facilitators for the implementation of CLIL in higher education settings. Results of the literature review were then used to evaluate the potential strengths and limitations of the recently renewed curriculum when implemented at the Faculty of Medicine. Availing of curriculum and learning materials has the potential to sustain CLIL implementation in the Faculty of Medicine. However, factors that may impinge the successful implementation include: lecturers’ language, content pedagogical competences and the need to employ differentiated instructional modules. An ongoing professional development for lecturers prior to curriculum implementation could address these limitations.

Public education expenditures, growth and income inequality

This paper analyzes the relationship between public education spending, long-run growth and income inequality. We propose an endogenous growth model with occupational choice and an endogenous supply of teachers and education quality. We show that endogenous school quality alters the shape of those relationships in a way that has new policy implications. First, growth depends on the level of public education expenditures and on the shape of the human capital distribution. Second, the relationship between public education and inequality can be either positive or negative. Calibrating our model to US state data, we find that a significant share of states faces a trade-off between increasing growth and decreasing inequality through public education spending. We find that this trade-off is overall more likely in states with higher public education expenditures, teacher employment share and relative wage, and intergenerational mobility. Finally, the existence of such a trade-off depends on how public education spending is financed.