International Portal of Teacher Education

Articles of the week

With the advent of the COVID-19 pandemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning.
These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation.
This paper explores what policymakers and educators can do to support educators in meeting the social emotional and academic needs of students.
These strategies include investing in high-quality educator preparation, transforming educator professional learning opportunities to match current needs, supporting mentoring and the development of new teacher roles, and creating time for educators to collaborate with each other and key partners.
These actions are vital for navigating teaching and learning during the pandemic and beyond.
In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations:
the advantageous situation (n = 103);
the balanced situation (n = 148); the threat situation (n = 34);
and the pressed situation (n = 43).
Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two.
The results indicate that teachers can have a very different experience of work at the start of their careers.
These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.