Teacher Supply Research Articles

O impacto da Covid-19 no cotidiano escolar: um estudo sobre o trabalho de gestores escolares em Jacobina/BA

Este artigo decorre de uma pesquisa exploratória cujo objetivo foi compreender as mudanças ocorridas no trabalho de gestores escolares com a pandemia da Covid-19. O trabalho da gestão envolve uma série de atribuições inerentes às dimensões que orientam o funcionamento das escolas e a chegada da pandemia fez com que, de forma emergencial, estes profissionais tivessem suas formas de atuação alteradas. A pesquisa foi desenvolvida com gestores de escolas municipais de Jacobina/BA. A análise de dados permite-nos inferir que os gestores envidaram esforços para garantir a oferta do ensino e funcionamento das escolas e têm enfrentaram dificuldades para executar suas atividades de forma remota.

Twelve tips for fostering the next generation of medical teachers

Medical professionals with a special interest in and focus on education are essential to provide good quality education. Despite high numbers of students expressing an interest in teaching, concerns are rising regarding the supply of medical teachers, with few junior educators on the career ladder. To date, only some medical schools offer in-depth courses to students wanting to explore or aspire a career as a specialised medical teacher. We propose twelve tips for an elective course to foster the next generation of medical teachers. This course aims to enhance theoretical foundations and educational practices to cultivate the next generation of medical teachers.

The Role of Non-Governmental Organizations in Basic Education Delivery in Ghana: Implications for Theory, Policy, and Practice

Non-Governmental Organizations play an indispensable role in the development process in Sub-Saharan Africa. This is evident in the educational sector where most major donor organizations have increased the resources apportioned through NGOs to implement their educational programmes. However, it is sad to indicate that these interventions appear either not to have had significant impact on quality education or the contributions of the NGOs are misplaced in view of the abysmal performance of school children especially at the Basic Education Certificate Examinations in the Tamale Metropolis. The purpose of this current research is to find out the contribution of Non-Governmental Organizations activities in basic education delivery, spotlighting on Action Aid Ghana in Tamale Metropolis. This mixed method study is guided by Oregon’s Quality Education Model. Using a collective case study design, a sample size of 114 respondents comprising actors selected through purposive sampling technique engaged in basic education delivery was used for the study. The data gathered in the form of questionnaires were analyzed quantitatively using descriptive statistics while the interviews conducted were analyzed qualitatively through content analysis in codes, themes, and sub themes with the NVivo10 software. The result showed infrastructure development, provision of teaching and learning materials, capacity development of teachers, provide learning needs to students and school community sensitization as Action Aid support activities to basic education delivery in Tamale Metropolis. These activities have contributed to improved quality teaching and learning, enhanced the availability of teaching and learning materials. However, the support activities were inadequate to improve students’ performances in Basic Education Certificate Examination. In view of the findings, it was recommended that; Action Aid Ghana should set up a supervision and monitoring center in collaboration with the Education Directorate to ensure effective supervision of teaching and learning.

Local Governance in Nepal: A Study of Machhapuchhre Rural Municipality, Kaski

The election of the local government was held in 2017 after 20 years and paved the way of practicing local governance. This paper aims to study governance practices in Machhapuchhre rural municipality and analyze its key performances. It is based on the sources of primary and secondary data. The municipality has formulated 15 acts, 4 regulations, 27 codes of conducts, 2 directives during these three years of democratic exercise at local level. This municipality also developed various infrastructures including provision of teaching in Magar language as mother tongue in a primary school. Despite these, the municipality is facing shortage of human and financial problems.

WORKSHOP E-LEARNING GOOGLE CLASSROOM DAN VIDEO PEMBELAJARAN PADA SMP N 35 PEKANBARU

Learning problems are often the reason teachers do not provide material in class optimally. Like condition COVID 19 at this time, apart from that, for various reasons, such as the teacher having a meeting, the city office is an obstacle for teachers to deliver material at school, even students roaming around and fighting in class. An effective and efficient learning media is needed for teachers to continue delivering material even under any circumstances. Learning using Google Classroom, one way to face the challenges of the technology world in education through learning media. Besides that, the making of instructional videos will increase the creativity of teachers to make interesting and interactive teaching materials. This workshop was attended by 21 teachers from SMP N 35 Pekanbaru. After going through the pre-test and post-test, there was an increase in the knowledge and skills of teachers in managing classes on Google Classroom and learning videos. This workshop can be a provision for teaching and learning activities at school and outside of school.

Improving community-based care for children with a rare condition: The example of long-segment congenital tracheal stenosis and perceptions of health professionals, parents and teachers

BackgroundLong segment congenital tracheal stenosis (LSCTS) is a rare, complex condition which is often poorly understood by community-based health professionals (HPs). Anecdotally, such HPs often lack confidence providing care for children, resulting in children being brought to the tertiary centre more frequently than necessary. We wanted to identify the information and support needs of HPs in primary and secondary care looking after a child with LSCTS, the views of those providing education to these children, and elicit parents’ perceptions about community-based services, to improve overall care for children and families. MethodQuestionnaires were sent to 175 community-based HPs and 34 teachers involved in the care of children with LSCTS. Face-to-face or telephone interviews were conducted with 12 parents of patients with LSCTS to establish their perceptions of community-based services. ResultsNinety (51%) completed questionnaires were returned from HPs and 18 (53%) from teachers. Responses indicated low levels of knowledge of LSCTS. Physical, practical and communication information needs were identified by all respondent groups, together with general and condition-specific concerns. Interviews with parents indicated that they thought the level of knowledge about LSCTS in the community was low, which had a negative impact on their willingness to consult local services. Better information provision for HPs, teachers and parents was identified as a means of improving outcomes. ConclusionProfessionals caring for children with LSCTS in the community and in schools have unmet information and support needs, with consequences for children, families, HCPs in both the community and tertiary hospital, and teachers.

On the outside, looking in: learning community languages and Scotland’s 1 + 2 Language Strategy

ABSTRACT The Scottish Government’s ambitious 1 + 2 Language Strategy has refocused attention on language education policy (LEP) and the provision for learning additional languages in Scottish schools. However, the maintenance of community languages continues to be the responsibility of minoritised parents and their complementary schools. This article reports on a national survey of complementary school providers in order to gain insights into their perspectives of community language learning during the implementation of the 1 + 2 Language Strategy. Data are analysed using a Critical Language Policy (CLP) lens and reveal a complex picture of provision for teaching and learning community languages, outside of mainstream schools, and an untapped resource for language planning and valuing the linguistic diversity of Scotland. The article concludes with a discussion to inform future developments of the 1 + 2 Language Strategy, among which is greater engagement with language communities and a more nuanced planning approach to language learning for contemporary societies.

Science Competence-based Curriculum Implementation in Rwanda: A Multiple Case Study of the Relationship between a School’s Profile of Implementation and its Capacity to Innovate

In order to prepare Rwandan citizens for a competitive world, a competence-based curriculum (CBC) has been implemented since 2016. The problem addressed by this study is “under which conditions will the implementation of the intended science curriculum be realised in classroom”. Framed by the Rogan and Grayson theory of curriculum implementation, a multiple case study was conducted to explore the relationships between a school’s profile of science CBC implementation and its capacity to support innovation. This was done by interviewing 12 teachers, observing and recording 23 of their science lessons, and surveying school facilities in their three schools. The data were presented in narrative form based on ratings (1–4) of lessons and schools’ capacity to innovate. Despite the variations between teachers and schools in CBC implementation caused by differences in individual professional development and schools’ capacity to innovate, the results revealed high levels of appropriate CBC implementation in aspects of classroom interactions, teaching and learning activities, and assessment. On the other hand, a low implementation level was noticed in the aspect of science-in-society. The study findings relate the profile of science CBC implementation to some aspects of a school’s capacity to innovate, particularly individual teacher’s experience, inadequate preparedness to enact CBC and inadequate teaching and learning resources for science. For successful implementation of science CBC, strong and regular training programmes that focus on how the new ideas are put into practice, together with the provision of teaching and learning resources for science, are recommended.

Comparative research on teachers and teacher education: global perspectives to inform UNESCO’s SDG 4 agenda

ABSTRACT Increasing the supply of qualified teachers is a priority in many nations as a prerequisite to accomplishing UNESCO’s Sustainable Development Goal 4 (SDG 4) to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the year 2030. Questions remain however concerning definitions and measurement of the intended global indicators. In this article, I argue that the work of the comparative research community has the potential to inform and enrich UNESCO’s SDG 4 indicators agenda concerning teachers, but this would require moving from a focus on easy to measure indicators such as teacher qualifications to more meaningful and valid indicators such as teacher qualities, and the quality of their education – a neglected area in the SDG 4 targets. Using evidence from two cross-national studies of mathematics education I propose that engagement with comparative education research may help to re-imagine a sustainable and high-quality teaching-and-teacher education project globally.

Invisible Shifts in and Out of the Classroom: Dynamics of Teacher Salary and Teacher Supply in Urban China

Background The remarkable economic growth in contemporary China is unprecedented, but scholars voice concerns regarding unintended consequences during this transitional phase. Of particular concern is the constant challenge to staff schools with highly qualified teachers. Purpose This study sets out to understand subtle yet consequential changes in schools during a sustained period of economic boom, through the lens of teacher occupational choice. This study contributes empirically to the teacher occupational choice literature by identifying the magnitude of lag in wage growth and returns to human capital in the teaching profession, and their critical relationship affecting high-ability workers’ career decisions. Research Design Using a nationally representative repeated cross-sectional data set spanning a quarter century (1988–2013), this study estimates Mincer earnings function regression models and multinomial probit regression models to assess wage differentials and heterogeneous rates of return to human capital in teaching and nonteaching sectors, in addition to untangling complex relationships between worker quality and observed occupational choice. Findings We documented several novel facts about teachers in contemporary urban China. First, we found sharp shifts in the relative career attractiveness of teaching, such that a 13% wage premium for teachers in 1988 dissipated over time and regressed to a 11% wage penalty in 2013, when compared with similar workers. Second, returns to tertiary education are markedly higher in nonteaching careers—about 11–15 percentage points more so than in teaching. Third, highly educated workers in younger cohorts are half as likely to become teachers relative to older cohorts, particularly in recent years. Conclusions The authors contextualize findings and discuss appropriate policy implications. Most importantly, holding back teacher wage levels from broader market prices has consequential effects on teacher supply. Policy makers need to reconsider existing forms of teacher compensation arrangements and develop sustainable wage dynamics that can attract and retain bright minds to enter and stay in teaching.

Overcoming shortage of second-career academics in business schools

This study addresses the United Nation’s (UN) Sustainable Development Goal 4 (SDG4) to “substantially increase the supply of qualified teachers[academics], including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island developing states” by 2030. Literature review reveals that there is a shortage of academics to teach business units globally due to the high demand for business education. Hence experienced and qualified business practitioners are recruited to assume the role of academics, collectively termed as second-career academics. This study was conducted to explore the challenges faced by these second-career academics in order to explore ways to sustain and retain them, as a measure to mitigate the shortage of academics in business education at tertiary level. The findings revealed that second-career academics experience a sense of discordance due to the fundamental contradiction between the ideals, pre-conceived perceptions of academic career and the everyday realities of academic task performance. The discordance is precipitated by differences in work culture between industry and academia, inconsonance with university management, and pedagogical/research challenges. The study suggests appropriate orientation and training opportunities to address the special needs of these second-career academics in order to sustain and retain their academic career, as a solution to the shortage of business academics.

Os desafios dos sistemas educacionais adotados no Ensino Médio Modular no campo na Escola Rui Barbosa, Medicilândia, Pará

A pesquisa tem como objetivo refletir sobre o Sistema de Organização Modular de Ensino (SOME) a partir do estudo de caso na Escola Rui Barbosa, Medicilândia, Pará. Buscou-se sistematizar parte da trajetória do ensino médio modular das escolas do campo no município, com enfoque na oferta e funcionamento, além de compreender o processo de aceitação do Sistema Educacional Interativo (SEI) pela comunidade. A pesquisa tem ancoragem na abordagem quali-quantitativa com a realização de entrevistas, coleta e tratamento de dados secundários e pesquisa documental. O ensino médio nessa comunidade é fruto da luta social coletiva, ocorrendo o aumento no número de matrículas de 2003 a 2019, assim como a diminuição do número de alunos evadidos. Apesar dos desafios de assegurar a oferta das disciplinas, professores e de infraestrutura, o SOME foi defendido pela comunidade escolar por garantir o acesso ao ensino médio no campo. A comunidade local não apoia substituição pelo SEI apresentado pelo governo estadual como proposta piloto, considerando que haverá perda na qualidade da educação e desvalorização dos docentes. A participação popular na definição de políticas públicas educacionais não é prioridade dos agentes públicos, que continuam definindo-as sem a discussão com a sociedade.
 Palavras-chave: educação do campo, ensino médio, ensino modular.
 
 The challenges of educational systems adopted in Modular High School in the countryside at Rui Barbosa School, Medicilândia, Pará
 ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society.
 Keywords: rural education, high school, modular teaching.
 
 Los desafíos de los sistemas educativos adoptados en la Escuela Secundaria Modular en el campo en la Escuela Rui Barbosa, Medicilândia, Pará
 RESUMEN. La investigación tiene como objetivo reflexionar sobre el Sistema Modular de Organización de la Enseñanza (SOME) a partir de un estudio de caso en la Escola Rui Barbosa, Medicilândia, Pará. Centrándose en la oferta y operación, además de comprender el proceso de aceptación del Sistema Educativo Interactivo (SEI) por la comunidad. El enfoque fue cuali-cuantitativo, con entrevistas, recolección y procesamiento de datos secundarios e investigación documental. La educación secundaria en esta comunidad es el resultado de la lucha social colectiva, con un aumento en el número de matrículas de 2003 a 2019, así como una disminución en el número de abandonos. A pesar de los desafíos de asegurar la oferta de asignaturas, docentes e infraestructura, SOME fue defendido por la comunidad escolar para garantizar el acceso a la educación secundaria en el campo. La comunidad local no apoya el reemplazo por el SEI presentado por el gobierno estatal como una propuesta piloto, considerando que habrá una pérdida en la calidad de la educación y una devaluación de los docentes. La participación popular en la definición de políticas públicas educativas no es una prioridad para los agentes públicos, quienes continúan definiéndolas sin discusión con la sociedad.
 Palabras-clave: educación rural, escuela secundaria, enseñanza modular.

Applying Explainable Artificial Intelligence to Develop a Model for Predicting the Supply and Demand of Teachers by Region

Among various methods to improve educational conditions, efforts are being made to reduce the number of students per teacher. However, for policy decisions it is necessary to reflect multiple factors such as changes in the number of students over time and local requirements. Time-series analysis-based statistical models have been used as a method to inform policy decisions. However, the existing statistical models are linear and the accuracy of their predictions is inferior. Also, since there are both internal and external factors that influence the number of students and thus the prediction of the number of required teachers, it is necessary to develop a model that reflects this. Therefore, in this study, an artificial intelligence model based on machine learning was developed using the XGBoost technique, and feature importance, partial dependence plot, and Shap Value were used to increase the model's explanatory potential. The model showed a performance of less than 0.03 RMSE, and it was confirmed that among several factors the economically active population had the most significant effect on the number of teachers. Through this study, it was possible to examine the applicability of an artificial intelligence model with improved explanatory possibilities in predicting the number of teachers.

Identifying and Producing Effective Teachers

Teachers are among the most important school-provided determinants of student success. Effective teachers improve students' test scores as well as their attendance, behavior, and earnings as adults. However, students do not enjoy equal access to effective teachers. This article reviews some of the key challenges associated with teacher policy confronted by school leaders and education policymakers, and how the tools of applied economics can help address those challenges. The first challenge is that identifying effective teachers is difficult. Economists use value-added models to estimate teacher effectiveness, which works well in certain circumstances, but should be just one piece of a multi-measure strategy for identifying effective teachers. We also discuss how different policies, incentives, school characteristics, and professional-development interventions can increase teacher effectiveness; this is important, as schools face the daunting challenge of hiring effective teachers, helping teachers to improve, and removing ineffective teachers from the classroom. Finally, we discuss the supply and mobility of teachers, including the consequences of teacher absenteeism, the distribution of initial teaching placements, and the characteristics and preferences of those who enter the profession.

Problems of housing provision for school teachers of the fergana valley in the 60-80-ies of the xx century

Problems of housing provision for school teachers of the fergana valley in the 60-80-ies of the xx century

Teacher Quality and the Quality of Technical and Vocational Education and Training Courses: Implications for Sustainable Development in Cameroon

Teacher quality remains an important subject for debate and the role of TVET in reducing unemployment and facilitating sustainable development cannot be overemphasized. Here, we present a critical engagement with the literature on teacher quality; the quality of TVET courses and the implications these have for sustainable development. First, we trace the policy background and motivations that led to the introduction of TVET in Cameroon. Next a critical examination of what counts as teacher quality and yardsticks for defining teacher quality is provided. Further, there is a discussion on what TVET teacher training programs need, to be considered qualitative. Finally, focus is on the major issues in TVET teacher supply and quality, current pathways to TVET teaching in Cameroon, the resulting challenges and benchmarks. To ensure that Cameroon has suitably-skilled human capital, it is suggested that if diligently considered, the benchmarks could assist policy makers to design and implement quality TVET policies following the five steps proposed by the European Parliament and the Council of the European Union. These include, evaluating the existing situation of the TVET system, developing a strategy to reform the system, implementing the strategy, evaluating the impact and continuous monitoring and evaluation of performance in the sector. Keywords: Teacher quality, TVET policy, Teacher training, Certification pathways, Sustainability DOI: 10.7176/JEP/12-2-01 Publication date: January 31 st 2021

Students’ perceptions of online lecture delivery: An empirical mixed-methods investigation

As the Covid-19 pandemic continues to shape and disrupt teaching provision in Higher Education, educators have responded with a swift pivot to online teaching for the 2020–2021 academic year. The debate surrounding the pedagogic utility of pre-recorded ‘asynchronous’ versus live ‘synchronous’ lecture modality continues to grow among teachers of psychology. We surveyed 279 students from across an undergraduate Psychology programme and investigated their preference for (a)synchronous lecture delivery, perceptions of online lectures, and self-reported lecture-watching behaviours. Overall, our results demonstrated that students enjoy both the structured nature of live lectures and the flexibility of pre-recorded lectures. Live lectures are useful at instilling social connections, but pre-recorded are more useful for understanding subject content. Taken together, students show a strong preference for a hybrid approach to online learning of both live and pre-recorded teaching sessions. However, students highly value enthusiastic, engaging lecturers, which largely outweighs any preference for specific delivery modalities.

An Unfolding Crisis in the Satisfaction and Supply of Teachers in Illinois

During the COVID-19 pandemic, the professional realities of teachers were upended to a degree experienced by few other professionals. Yet, the importance of high-quality, well-supported teachers was never more apparent. This Policy Spotlight contextualizes the professional and personal challenges experienced by K-12 educators during the COVID-19 pandemic within the policy issue of the ongoing Illinois teacher shortage. Drawing from a qualitative study of Illinois teachers’ well-being and professional efficacy during the pandemic, the Policy Spotlight provides specific examples of the intensified challenges teachers faced during the Summer and Fall of 2020. These included pandemic-induced threats to their or their families’ health, safety, and financial stability. Further, teachers reported deep concern for the safety and well-being of their students, some of whom they feared were caught in situations of adversity or trauma. Teachers also shared concern that the urgent transition to remote or blended learning disrupted their successful routines and threatened their sense of professional efficacy. Despite the best efforts of school leaders, many teachers were not supplied with the appropriate resources or support to transition modalities. Although educators, administrators, and school personnel across the state worked hard to plan and implement schooling that best responded to the needs of families and communities, numerous challenges, fears, and concerns persisted. These fears and challenges carried the potential to lead to increased teacher attrition. To stave off or lessen severe teacher shortages caused by the COVID-19 pandemic, the author argues for the revitalization of policy and community supports that would enable teacher retention. These include investments in teacher preparation, continuing education, school staffing, and other structural supports.

The Online and Campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19

The COVID-19 pandemic represents an unprecedented challenge for wider society and has impacted all facets of life, including Higher Education Institution (HEIs) provision for teaching and learning – demanding an immediate digital response. The core challenge lies with the inherent choice made by students upon embarking on an undergraduate degree; that face-to-face learning was their preference. Now, HEIs must address this by utilising a range of digital solutions – that crucially, must also be embraced by those that no longer have the luxury to be risk averse or believe that digital solutions align with their existing pedagogical approaches. Higher Education Institutions should be – to an extent – well placed to deliver online provision. This paper aims to explore pertinent literature surrounding blended approaches with regards to key pedagogical and learning theories, with an overall aim of suggesting the Online and Campus (OaC) model as a potential ‘blueprint’ that incorporates campus, synchronous and asynchronous learning experiences. We refer to asynchronous as flexible, self-paced learning, and synchronous as an environment in which learners are in the same place at a given time (either online or campus) and accessing the same materials. For the purposes of this paper – and the OaC model – both asynchronous and synchronous learning refers to online provision, and we make the distinction between face-to-face teaching by reference to ‘Campus’.

Negotiating growth of online education in higher education

Universities are facing growing internal and external pressures to generate income, educate a widening continuum of learners, and make effective use of digital technologies. One response has been growth of online education, catalysed by Massive Open Online Courses, availability of digital devices and technologies, and notions of borderless global education. In growing online education, learning and teaching provision has become increasingly disaggregated, and universities are partnering with a range of private companies to reach new learners, and commercialise educational provision. In this paper, we explore the competing drivers which impact decision making within English universities and their strategies to grow online education provision, through interviews with senior managers, and interrogation of their views through the lens of a range of internal, external and organisational drivers. We show that pressures facing universities may be alleviated by growth of online education provision, but that negotiating an appropriate route to realise this ambition involves attempts to resolve these underlying tensions deriving from competing drivers. We use a modified form of the PEST model to demonstrate the complexities, inter-dependencies and processes associated with these drivers when negotiating delivery of unbundled online education through use of private company services, or in partnership with private companies.