Search results for: Teacher recruitment
Page 3/4 35 items
This longitudinal study considers beginning teachers’ perspectives relating to the challenges of finding and holding employment and of succeeding in their careers and classrooms. The participants were a group of student teachers who completed one-year Professional Graduate Diploma in Education (PGDE) in geography at the same Scottish university in 2005–2006. Three issues shaping new teacher identities within the current Scottish context have been identified: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring continuous and secure EPL.
Updated: Apr. 18, 2012
The current study is concerned with the recruitment of secondary teachers in Malawi. Trainee teachers’ dispositions are central to recruitment and retention within the teaching profession. The study shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers.
Updated: Dec. 06, 2011
This article describes the process of teacher identification, selection, initial training, and on-going professional development that has developed at the Illinois Virtual High School (IVHS) over the past seven years. Some of the issues within the hiring process and professional development that the IVHS continues to struggle are examined including teacher certification and the changing nature of technology. The article concludes with a recommendation that teacher education programs assist in addressing these challenges to support IVHS and other virtual schools.
Updated: Sep. 27, 2010
This article is a brief analysis of the roots of TFA’s extraordinary rise as a major player in the world of educational reform and educational policy. In particular, the author focuses on the enormous marketing advantage that TFA enjoys over teacher education (TE) programs in recruiting students into the role of teacher. The author concludes that the competition between TFA and TE is a case of “heads they win, tails we lose.”
Updated: Mar. 14, 2010
During the late 19th and early 20th centuries, the teaching profession was designed to match the rapid expansion of schooling. It relied on a captive pool of inexpensive, educated female labor and assumed little in the way of a professional knowledge base. Teacher preparation and development were designed accordingly. The author argues that the job of a K-12 “teacher” has remained markedly undifferentiated and static over the past century, despite advances in technology and communications.
Updated: Mar. 14, 2010
This article describes the Boston Teacher Residency (BTR), a comprehensive teacher recruitment, preparation, and induction program created by and housed in an urban school district, the Boston Public Schools (BPS). The article argues for several core principles in the creation of such a program: a) the program serves the school district, b) the program is structured to blend theory and practice, c) the program emphasizes the selection, recruitment and support of the mentor teacher and treats the mentors as teacher educators, d) the program creates an aligned set of induction supports which extend for the first three years of the new teacher’s career, e) the program treats student achievement as its ultimate outcome.
Updated: Mar. 02, 2010
Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers
In this article, the authors examine the effectiveness of the ACT program over a 6-year period in providing qualified teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Overall, graduates reported satisfaction with their preparation and teaching careers.
Updated: Nov. 18, 2009
'At Least I'm the Type of Teacher I Want to Be': Second-Career English Language Teachers' Identity Formation in Hong Kong Secondary Schools
This article examines how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools. It also found that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities.
Updated: Oct. 19, 2009
In this article, the author concludes her work heading Obama’s education policy transition team. She describes President Obama’s commitment to making the education of every child a collective responsibility and reviews central elements of the new administration’s plans for education. She reflects on the importance of suggested policy changes, particularly focusing on the importance of legislation to improve teacher capacity and retention.
Updated: Sep. 07, 2009
Attending to Changing Landscapes: Shaping The Interwoven Identities of Teachers and Teacher Educators
In places in Canada, increasing numbers of teachers are leaving after only a few years of teaching. In this article, the authors take up questions about the stories teachers tell of their leaving. Furthermore, the authors examine what they can learn about their work as teacher educators from listening to, and inquiring into, teachers' stories.
Updated: Jun. 03, 2009