The role of initial and continuing professional education in recruitment and retention of teachers: the importance of a basis of social justice

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Education for Teaching Pub Date : 2023-03-15 DOI:10.1080/02607476.2023.2191470
Linda la Velle
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Abstract

The closure of schools and universities because of the COVID-19 pandemic has thrown into sharp relief the global issue of the shortage of well-qualified teachers, a subject much discussed in recent volumes of JET. Challenges of both recruitment to and retention in the profession are the subject of an increasing number of studies that are shedding light on an array of contributing factors. Social justice, professional development, the role of the teacher educator and teachers’ knowledge, which are topics that feature through the articles of this issue, all have a significant impact on the recruitment and retention of teachers. Activities related to social justice and professional development, paired with the expertise of teacher educators and the collective knowledge of teachers, are key components of successful recruitment and retention efforts as can be seen in the articles that comprise this issue. The first paper, from Jenni Kunnari and colleagues from the University of Oulu in Finland, describes a novel lens being brought to focus on teacher recruitment: that of the matriculation results of teacher candidates. In a country where recruitment to teacher education programmes is highly selective, the findings were that the successful acceptance was generally related to the selection criteria for teacher education and with a strong performance in the contrasting disciplines of mathematics and psychology. Given that recruitment to the teaching profession is not a problem in Finland, these findings have interesting international significance. But what of the reasons people have for choosing teaching as a career in the first place? The second article is by Wenting Wang and colleagues from two universities that offer teacher education courses in China. They found that whilst student teachers perceived teaching as a platform to fulfil their professional ambitions, they were under no illusion about the challenges they might face. The negative notions of high workload, low salary and low social status were weighed against a high level of intrinsic motivation for teaching to fulfil their aspirations and to make a difference. This desire to contribute to the lives of pupils and thus society is the focus of the next paper, which comes from the Netherlands and is by Heleen Simonsz and colleagues. They looked at the relationship between motivation for becoming a teacher and educational ideals in a cohort of Dutch student teachers (secondary phase). For this group, important motivational factors included interest in their subject matter, social utility value and intrinsic value, which accord with past studies. Educational ideals included the desire to contribute to pupils’ social development and subject achievement and here lies the new contribution. Interestingly, these participants thought that it was less important for their pupils to have successful careers and develop democratic attitudes based on principles of social justice. JOURNAL OF EDUCATION FOR TEACHING 2023, VOL. 49, NO. 2, 177–179 https://doi.org/10.1080/02607476.2023.2191470
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初级和继续专业教育在征聘和保留教师方面的作用:社会正义基础的重要性
由于COVID-19大流行,学校和大学关闭,这使合格教师短缺的全球问题突显出来,这是《JET》最近几卷中大量讨论的主题。越来越多的研究都在研究该专业的招聘和保留所面临的挑战,这些研究揭示了一系列促成因素。社会公正、专业发展、教师教育者的角色和教师的知识,这些都是本期文章的主题,它们都对教师的招聘和保留产生重大影响。与社会正义和专业发展有关的活动,加上教师教育工作者的专门知识和教师的集体知识,是成功招聘和留住工作的关键组成部分,这一点可以从本期的文章中看出。第一篇论文由芬兰奥卢大学的Jenni Kunnari及其同事撰写,描述了一种关注教师招聘的新视角:教师候选人的入学成绩。在一个教师教育方案的招聘具有高度选择性的国家,调查结果表明,成功接受通常与教师教育的选择标准有关,并且在数学和心理学等对比学科中表现出色。鉴于芬兰对教师职业的招聘不是问题,这些发现具有有趣的国际意义。但是人们选择教书作为职业的首要原因是什么呢?第二篇文章是王文婷及其同事在中国两所提供教师教育课程的大学发表的。他们发现,虽然实习教师将教学视为实现职业抱负的平台,但他们对可能面临的挑战并不抱有幻想。高工作量、低工资和低社会地位的消极观念与教学实现其愿望和有所作为的高度内在动机进行了权衡。这种为学生的生活和社会做出贡献的愿望是下一篇论文的重点,这篇论文来自荷兰,由海伦·西蒙兹和她的同事们撰写。他们研究了一组荷兰学生教师(中学阶段)成为教师的动机和教育理想之间的关系。对于这一群体来说,重要的动机因素包括对其主题的兴趣,社会效用价值和内在价值,这与过去的研究一致。教育理想包括为学生的社会发展和学科成就做出贡献的愿望,这是新的贡献。有趣的是,这些参与者认为,对他们的学生来说,拥有成功的事业和培养基于社会正义原则的民主态度并不那么重要。教学教育学报,第49卷,第2023期。2,177 - 179 https://doi.org/10.1080/02607476.2023.2191470
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来源期刊
Journal of Education for Teaching
Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.50
自引率
10.00%
发文量
61
期刊介绍: The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.
期刊最新文献
‘It’s like Central Park’: conceptualising teacher residencies as a democratic hub Can school placement foster professional identity formation? A multiple case study Rupture as generative of professional agency: narratives from student teachers on placement during school closures Teacher education: familiar themes in changing times The role of emotional tensions in English language student teachers’ identity construction: an activity theory perspective
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