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This case study delves into the complexities faced by Principal Williams, a newly appointed leader at Hudford Elementary School, as she navigates the challenges of providing high-quality education for students with disabilities in an elementary school. Under the Individuals with Disabilities Education Act (IDEA), each student with a disability is required to have access to the general education curriculum and specially designed instruction (SDI) that is tailored to the student's unique needs. As Principal Williams steps into her role as leader of Hudford Elementary School, she has questions about the current service delivery model for students, the distribution of responsibilities across general and special education, and the extent of inclusion. She is considering her next steps, including how she will address some problematic working conditions experienced by special educators at the school. Through this case, readers gain insights into the complexity of supporting students with disabilities in a time of teacher shortages and learn about identifying the resources teachers need to fulfill their responsibilities. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse teacher shortage in Croatia and ways in which educational policy reacts to teacher shortage in early childhood education and primary education. This paper presents descriptive study of current national shortage situation and a content analysis of national education policy documents. The data analyses reveal a significant shortage of early childhood education and care (ECEC) teachers. In the first phase of compulsory education there is no shortage of class teachers, while in the second phase of compulsory education exists a permanent shortage of all subject teacher profiles, predominantly from the STEM area. Key educational policy documents analysis reveals the lack of a national strategy for attracting teachers to the profession. Pending a systemic solution, preschool institutions and schools are forced to solicit and employ unqualified staff for teaching positions, whilst the consequences of employing non-professional staff remain uncertain. [ABSTRACT FROM AUTHOR]

This paper looks at Initial Teacher Education (ITE) over the last 50 years in Portugal (1974–2024). This is especially significant as 2024 marks the 50th anniversary of democracy in the country happily coinciding with the Golden Jubilee of the Journal of Education for Teaching. ITE policy development over the last five decades has generally been positive, particularly regarding the professionalisation of teachers through the recognition of ITE at higher education level, the accreditation of ITE programmes, the adoption of a master’s degree as the required level of professional qualification for all sectors of education (from pre-school to secondary school), and the role of higher education institutions in the education of teachers. However,a number of drawbacks can also been identified including the fragmentation of ITE curriculum components as a result of the Bologna process and the adoption of a sequential model, as well as, more recently, a reduction in foundational courses and the introduction of more ‘flexible’ ways to enter teaching within the context of a teacher shortage. The threats and opportunities in such a scenario are explored and implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The future of teaching will increasingly rely on overseas-trained teachers (OTTs) to address teacher shortages. While research on OTTs in the United States is expanding, studies focusing on Afro-Caribbean teachers are emerging. Despite the growing call for more teachers of color, Afro-Caribbean OTTs' contributions are often overlooked due to their immigrant status. We propose the concepts of "radical transparency" and "fugitive care" to articulate how these teachers' classroom practices offer alternative possibilities for schooling, making the learning process both explicit and equitable for all students. Drawing on a Transnational Black Feminist Framework (TBF), we highlight the unique politics of care practiced by these teachers, revealing gaps in our cultural understanding and underscoring their vital, yet understudied, contributions to education. [ABSTRACT FROM AUTHOR]

Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sought insights from those who have left the profession in Australia, including ascertaining what they are doing now. Using an online survey, data were collected from 256 former teachers from all states and territories, sectors and career stages who had left the profession between 2016 and 2022. Using descriptive statistical and thematic analysis, this study highlights the potential loss to teaching and the education profession more broadly due to teacher attrition. For these participants, the reasons for leaving were often multifaceted and the process of leaving was often protracted. Many of these former teachers have maintained links to the education profession occupying various associated roles and positions. We call for a reconsideration of the ways that strategies to ameliorate teacher attrition are conceptualised and implemented. [ABSTRACT FROM AUTHOR]

Copyright of Forschungsjournal Soziale Bewegungen is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the evolution of teacher education in Israel from 1974 to 2024, analysing key policy actions, reforms, and initiatives that have shaped the field over the past five decades. During these years, extensive efforts were undertaken at the state level by the Ministry of Education and the Council for Higher Education to elevate the status of the teaching profession by advocating for the professionalisation and professionalism of teaching and teachers. These efforts include the academisation process of all teacher education colleges, the establishment of task forces and standing committees to address challenges, continuous upgrades and adjustments to the initial teacher education curriculum, support mechanisms for newly qualified teachers, ongoing professional development for practicing teachers, including master’s degree programmes, salary adjustments, and the decision to move the colleges of education to the sole auspices of the Council for Higher Education and the Planning and Budgeting Committee. Despite these numerous attempts, the status of teachers has continued to decline, and the profession has struggled with low public perception and prestige, leading to both quantitative and qualitative teacher shortages. The repeated policy shifts and inconsistent implementation strategies have often exacerbated rather than resolved these issues. By providing a comprehensive historical analysis, the study offers insights into the successes and significant shortcomings of past initiatives, aiming to inform future policy-making and strategic planning to enhance the effectiveness and appeal of the teaching profession in Israel. [ABSTRACT FROM AUTHOR]

Creating a universal and supportive learning environment is essential for the holistic education development of visually impaired school children. However, inadequate infrastructure, limited access to specialized tools, and a shortage of skilled teachers may contribute to lower self-confidence and academic performance. This underscores the necessity for specific guidelines and recommendations to address an optimal classroom setting that is tailored to their visual needs. In this paper, a scoping review protocol is introduced, utilizing the framework proposed by Arksey and O'Malley (2005), to address the following research questions: 1) Is there any established standard classroom setting for visually impaired school children? 2) What recommendations or specific guidelines exist regarding the physical measurement, layout, lighting, contrast, and appropriate position for visually impaired school children? The scoping review explored four electronic databases: PubMed, Scopus Emerald Insight, and Web of Sciences. The outcomes from the scoping review will offer conceptual elucidation, synthesize existing theoretical and empirical understandings, and propose the optimal classroom settings tailored to the visual needs of visually impaired schoolchildren. This paper introduces the a-priori study protocol, which outlines the planned methodology for conducting the scoping review in detail. This protocol has been officially registered with the Open Science Framework (OSF) at the following link: http://osf.io/z2sdt. [ABSTRACT FROM AUTHOR]

This article examines the paradoxical teacher shortage in Japan 50 years after the enactment of the 1974 Securing Educational Personnel Act, which aimed to attract talented individuals to the teaching profession. It analyses how teacher education policies, administrative reforms, and fiscal measures have contributed to the current situation. The study traces the evolution of post-war teacher training principles, the recommendations of the 1971 Central Council for Education report, and subsequent policy implementations. Through a critical lens, it explores how neoliberal reforms since the 1990s, including deregulation, decentralisation, and market-oriented approaches, have impacted teacher supply, working conditions, and the profession’s attractiveness. The paper argues that while quantitative teacher shortages may not exist, qualitative issues stemming from increased temporary appointments, excessive workloads, and diminished job security have created a perceived shortage. It concludes by discussing potential strategies to revitalise the teaching profession and ensure a sustainable supply of qualified educators in Japan’s changing socioeconomic landscape. [ABSTRACT FROM AUTHOR]

The paper addresses the critical issue of teacher shortages in Europe, with a focus on Italy. It examines the declining attractiveness of the teaching profession, citing factors such as job dissatisfaction, low pay and difficult working conditions. It highlights the growing demand for teachers and the need for reforms in teacher education. The Italian context is examined, revealing a dual scenario of surplus teachers in some areas and severe shortages in others. The paper discusses the reforms underway in Italy to improve teacher education, recruitment and retention, emphasising the need for innovative, high-quality teacher education programmes and a comprehensive approach to tackling the problem at national level. [ABSTRACT FROM AUTHOR]

Teacher absenteeism has high individual and societal costs and triggers a vicious cycle by increasing teacher absenteeism for the remaining teachers. Moreover, teachers' non-attendance disrupts the learning process and affects student motivation and achievement. Teacher absenteeism further exacerbates the increasing teacher shortage observed in many countries. This paper provides a systematic literature review of studies analysing teacher absenteeism and develops a conceptual model of the predictors of teacher non-attendance at school. Our findings provide a nuanced and overarching approach to analysing teacher non-attendance at work, revealing the most significant correlates to absenteeism and exposing the consequences of educator absences on student achievement. Finally, several concrete policy implications are discussed. [ABSTRACT FROM AUTHOR]

Israel suffers from a severe STEM teacher shortage. To mitigate it, two retraining projects were developed: one recruiting academic high-tech professionals and the other – practical engineers. This study evaluated both projects by exploring stakeholders’ perspectives and examining graduates’ retention. Applying a mixed-methods case study design, interviews were conducted with 35 graduates, 21 programme leaders and 6 school principals. Short demographic surveys were answered by 584 academic professionals and 356 practical engineers, and another 57 practical engineers answered a longer evaluation survey. The study found retention rates of 78% for academic professionals and 62% for practical engineers. To improve retention, both cohorts need better preparation in pedagogy, stronger support at school, higher wages and efficient administrative care. To realise their potential contribution, professional autonomy and principal’s support are necessary. [ABSTRACT FROM AUTHOR]

To address growing K-12 teacher shortages, many districts are hiring emergency certified teachers at higher rates than in the past. Yet, little empirical research evaluates the performance of emergency certified teachers. In this study, we estimate the relationship between certification status and teacher evaluation scores (n = 1,312) in a large urban district with a high percentage of emergency certified teachers. Results indicate lower overall evaluation scores (β = -0.41, p < .001) for emergency certified teachers. The largest gaps were found for measures relating to learning strategies and classroom management. Findings suggest that targeted support in these two areas could be beneficial when leaders integrate emergency certified teachers. [ABSTRACT FROM AUTHOR]

Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers' (PSTs') career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs' motivations and perceptions about the teaching profession in different contexts and to understand the role of gender and study subjects regarding motivation. Data collected for this study from two countries, Finland and Korea, are analysed using latent mean analyses. According to the results, Korean PSTs indicate a lower level of confidence and satisfaction in their career choice than their Finnish counterparts. Female PSTs, when compared with male PSTs, perceive themselves to have lower levels of ability and interest in teaching and view a science teaching career as more difficult and demanding. Finally, the results show that biology major PSTs possess higher altruistic motivations than those with other science majors. Findings of the current study suggest that (1) science teacher candidates benefit from studying pure science before becoming involved in a teacher training programme, and (2) PSTs' motivations and perceptions, especially females' and non-biology PSTs', need to be carefully monitored. [ABSTRACT FROM AUTHOR]

Teacher shortage is an increasingly global issue, with many countries, including Estonia, facing challenges in attracting candidates and retaining qualified teachers. State statistics and international comparisons show a worrying decade-long decline in the qualified teacher workforce in Estonia, worsening yearly. Addressing this shortage is crucial for sustaining high-quality education in the country. In response, this study involved focus group interviews with diverse stakeholders – pre-service and in-service teachers, teacher educators, school leaders, school governors and policymakers – to identify key causes contributing to the shortage and suggestions for additional measures. We identified seven themes related to causes and suggestions: the attractiveness and status of teaching, governance and legislative framework, competencies of school governors, teacher preparation, teacher workload, salaries and motivation packages and school conditions. These themes, essential for understanding and addressing Estonia’s teacher shortage, are comprehensively explored and discussed in the article. [ABSTRACT FROM AUTHOR]

In recent discussions on teacher shortages in Flanders, the spotlight increasingly turns to teacher education as a crucial (f)actor in addressing the issue. This study uses positioning theory to examine the spaces and possibilities offered to teacher education in the Flemish policy debate on teacher shortages. Drawing on data from seven parliamentary hearings on the issue in 2020 and 2021, the analysis reveals an intricate push-and-pull relationship where teacher education is both praised and blamed, trusted and mistrusted, for its contribution to teacher quality and supply. This dynamic is explored further in three central tensions: diversifying the teacher workforce or increasing selectivity; tighter regulation or deregulation of the processes and outputs of teacher education; and educating for uniformity and consistency or encouraging diverse approaches in teaching. These findings highlight the need for policy to decide between policy options for teacher education, acknowledging both its potential and limitations. [ABSTRACT FROM AUTHOR]

Teacher shortages are a global problem. One solution to this problem, offered in Australian policy, is the notion of the career change teacher (CCT). This study analyses the responses from 23 teacher educators who were asked what they themselves thought might enable and/or constrain this cohort entering teaching as well as those they saw for the pre-service teachers and the systems of both the university and the school. Data were analysed inductively and then deductively using Margaret Archer’s emergent properties as a robust theoretical frame. Findings highlight the range of programmes, models, and strategies that higher education providers are adopting to support these career-change pre-service teachers. Data suggests that schools are neither able to provide workplace flexibility and support that career change teachers are looking for nor the recognition of their prior skills, expertise, and experience. New approaches for school–university partnerships are suggested to better address some of these issues. [ABSTRACT FROM AUTHOR]

This paper addresses the social transformation of the Hungarian secondary teacher candidates brought about by the combination of the effects of the Great Depression and the standardisation endeavours of the teacher training institution between 1930 and 1935. The reconfiguration of the social composition of candidates is revealed by making use of archival sources and statistical reports. Document analysis of archival sources, descriptive statistical analysis and secondary literature review are employed as the main methods. Notions related to the critical approach of professionalisation theories are applied in the interpretation process. Results suggest that the professional institution did not only prevent less affluent social strata from dropping out of training but contributed to their disappearance by introducing standardisation initiatives when the crisis was imminent. It contributed to the worsening of the teacher shortage and the abandonment of uniformization that set the whole profession on a deprofessionalisation course. [ABSTRACT FROM AUTHOR]

The article "Issue 32(3)" of the journal "Mitteilungen der DMV" deals with various topics in the field of mathematics. It discusses, among other things, the public Gauss lecture of the DMV, the game-theoretical modeling of the Madman Theory in politics, and the promotion of the Mathematical Research Institute Oberwolfach. Furthermore, it discusses the network of European Women in Mathematics and proposals for combating the shortage of teachers in the mathematical field. The article also contains information about the upcoming presidential elections of the DMV. [Extracted from the article]

The article deals with the shortage of STEM teachers in Germany and its impact on the education system and the economy. It is pointed out that well-trained teachers are essential for high-quality teaching and equal opportunities in the education system. The shortage of teachers in STEM disciplines (mathematics, computer science, natural sciences, technology) is already leading to a massive loss of teaching hours and a decline in student performance. Industry, science, and research heavily rely on well-trained STEM professionals. The article suggests measures to counteract the teacher shortage, such as involving external learning partners, targeted recruitment of career changers and lateral entrants, and increased use of digital teaching and learning methods. It is recommended to create spaces for individual learning in teacher training and to promote research and project-based learning in STEM subjects. It is emphasized that schools should be designed in a contemporary and modern way to make the teaching profession more attractive. [Extracted from the article]

There is a critical, nation-wide teacher shortage. Exacerbating this shortage is declining enrollment in teacher preparation programs that serve as a pipeline to the profession. To help address this shortage, school districts and teacher preparation programs across the country are implementing a variety of strategies to recruit high school students to consider pursuing a career as a PreK-12 teacher. While such initiatives are growing in number, little research has been conducted to guide and inform these initiatives, and little is known about the extent to which they are successful. In response, the researchers used a single-case study design involving survey and interview data collected from high school student participants to investigate the influence of a two-day recruitment event on participant knowledge about and attitudes toward becoming a teacher. Results confirmed that well-planned recruitment events can have a positive influence on participant knowledge of the teaching profession and attitudes toward becoming a teacher and offered multiple recommendations to guide and inform future recruitment initiatives. [ABSTRACT FROM AUTHOR]

Investigations into teacher dissatisfaction often limit concerns to the school setting; however, this ethnographic study investigated how Cuban women's employment as primary school teachers forced them to make strategic negotiations related to childbirth and eldercare. Interviews and participant observation conducted with five Black primary teachers revealed tensions between economic production and biological reproduction. Attention to teachers' lives outside of the classroom and the complications they experience are useful for Cuba and other counties experiencing shortages. [ABSTRACT FROM AUTHOR]

In this chapter, we explore the ways in which media postpandemic responses communicate clearly the excessive entitlement reflected in the public discourse about teachers. During the pandemic, we noted many parent posts on social media lauding teachers. They expressed gratitude for the challenges teachers faced in teaching students on distance platforms and moving learning forward. Yet, we noted that the media reports following the pandemic were noticed a shift in the discourse following the pandemic. Thus, we became interested in exploring how teachers were represented in public discourse following the pandemic. Since the public discourse on teachers has consistently reflected a deficit orientation, given the praise of teachers during the pandemic, we wondered if this acknowledgment of teachers' sacrifice and service might shift the discourse after the pandemic to more positively represent teachers. To pursue this inquiry, we collected and analyzed narratives and examples from postpandemic media representations where teachers and teacher educators were represented as nonpersons. We also collected anecdotes and research and media reports to examine the ways in which teachers were represented. We identified three themes: lack of teachers' voices, the teacher shortage, and loss of learning. Our analysis identifies how teachers and teacher educators are positioned within society and the impact of treating teachers as nonpersons on teachers and the teaching profession. Such depictions fail to represent the vital role of teachers in the progress of society. [ABSTRACT FROM AUTHOR]

Alternative teacher certification programs (ATCPs) are popular policy responses to the growing US teacher shortage problem, yet debates around these programs often fail to recognise the unique experiences of beginning teachers in this licensure pathway. In this essay, I draw on Dewey’s (1904) essay ‘The Relation of Theory to Practice in Education’ to clarify the meaning and implications of so-called ‘alternative’ programs. I argue that by analysing the time, placement, and methods of practice work reveals how ATCP teachers are both under-supported and closely surveilled. I conclude with a call for ATCP designs to intentionally prepare teachers for this reality. [ABSTRACT FROM AUTHOR]

Education stands as the bedrock of individual growth and a defining force in shaping a nation’s identity. Serving as a fundamental pillar for societal advancement, it emerges as a paramount investment for cultivating a golden generation marked by prosperity, health, and equitable communities. In the expansive landscape of global education, Indonesia boasts one of the largest systems, with a resolute commitment from the government evident in high budget allocations. However, despite these endeavors, Indonesia grapples with challenges, reflected in its low international education ranking, currently standing at 6th from the bottom. This study meticulously explores the core challenges embedded in the Indonesian educational system. Using bibliometric analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the authors scrutinized 367 high-quality articles from the Scopus database spanning from August 2000 to 2023. The findings reveal 12 central issues, including curriculum dynamics, persistent educational inequalities, teacher shortages, infrastructure limitations, the specter of corruption, escalating dropout rates, and more. These insights guide policymakers, educators, and researchers committed to navigating and transforming Indonesia’s educational landscape toward a brighter future. [ABSTRACT FROM AUTHOR]

The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre‐service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9‐month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre‐service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre‐service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre‐service teachers and helps to explore the importance of context. [ABSTRACT FROM AUTHOR]

Whether enough highly qualified STEM workers are being educated and trained in the UK is an important question. The answer has implications not only for educators, employers and policymakers but also for individuals who are currently engaged in, or are considering entering, education or training in this area. Set against a policy backdrop that prioritises students studying more science for longer, this paper considers long-term patterns of participation in STEM education – from school science through to graduate entry into the highly skilled STEM labour market. Using a unique dataset that extends across seven decades and comprises many hundreds of thousands of students, the paper finds that patterns of participation in most STEM subjects have varied little over the period considered; suggesting that efforts to increase the numbers of students studying science in school has had limited impact on the throughput of students who study STEM, including the pure sciences, at university level and, subsequently, on the number of graduates who would be available to undertake highly skilled work in areas for which degree-level skills are a pre-requisite. [ABSTRACT FROM AUTHOR]

As the teacher shortage continues to sweep the country, Grow Your Own (GYO) programs designed to attract and prepare more individuals into the teaching ranks are gaining national attention, particularly those targeting special education. Assisting paraprofessionals who work with students with disabilities has long been considered as one strategy among the array of ideas to grow more teachers and retain them. The solution includes GYOs that provide paraprofessionals with tuition support to earn their degrees and teaching certificates. Yet, little is known about outcomes of programs that fund paraprofessionals to become teachers. The state of Florida funded GYO program has compiled outcome data on more than 200 paraprofessionals who received tuition support to obtain their degrees. Data support the notion that when provided with financial assistance, paraprofessionals do earn their degrees and apply for teaching certification. Retention data also indicate that they remain certified at commendable levels. [ABSTRACT FROM AUTHOR]

Supporters of teaching exams say they create better outcomes, but teacher shortages, equity issues, and validity and reliability problems indicate more research is warranted. This quantitative study investigated how an adaptive online test preparation program influenced TExES EC-6 exam performance for teacher candidates at a Hispanic Serving Institution (HSI). The framework was based on self-efficacy and critical pedagogy, and descriptive and inferential statistics were used to compare performance. The institution where the study was performed includes a student population that is 93% Hispanic and 52.27% first-generation. The study began with 324 candidates’ but was eventually narrowed to 77 participants. The program was most effective for those using it for 10–19 hours, while those with baseline scores below 60% benefitted the most. Implications include providing instructional sessions about the program, asking students who have passed to serve as mentors, and researching the long-term retention of content knowledge. [ABSTRACT FROM AUTHOR]

Purpose: The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented. Design/methodology/approach: This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences. Findings: An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the "crisis" are assessed, including the role of national campaigns and professional bodies. Research limitations/implications: The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity. Practical implications: Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. The power of research to enlighten and inform is one of several conclusions proposed. Social implications: Addressing the factors that corrode staff professionalism and increase teacher attrition is an essential component of a wider discourse to improve the desirability of an FET career. Issues of status and esteem are interwoven in this analysis, as are the implications of not recruiting talented teachers and assessors. This includes staff well-being – a rare topic in FET journal papers – as well as organisational culture and importance of the FET mission, which is considered to be embedded in an ethic of public service. This mission is linked via the Augur Report to the sector's transformational properties to raise social mobility. Originality/value: There is no precedent for this paper. It is the first article that has provided a comprehensive examination of teacher recruitment and retention issues affecting the whole FET sector in England. Whilst its comparative analysis builds on the Education and Training Foundation (2022) earlier report, it uniquely draws on other contemporary research that triangulates and discusses these findings, including setting out a new agenda for change and future research. In doing so, new issues are introduced for discussion including professional status and staff well-being. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required. Design/methodology/approach: The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia. Findings: There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage. Research limitations/implications: The research did not include empirical survey work and suggests that this needs to be carried out urgently. Practical implications: The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers. Social implications: It argues for a recognition of the importance of the VET sector beyond its function of serving industry. Originality/value: It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages. [ABSTRACT FROM AUTHOR]

The article focuses on the establishment and impact of an age-inclusive early learning center in Maryland, U.S., that promotes intergenerational learning and cultural diversity. It describes how the center creates a multi-demographic learning environment where people of all ages learn and support each other. It states that the center has received recognition for its cultural and linguistic inclusivity, tackling the teacher shortage by training a diverse workforce and reducing turnover.

The demand for science, technology, engineering, and mathematics (STEM) skills has been consistently increasing due to technological advancements and globalization, making STEM education and teacher training a critical priority. Although many national and international initiatives have been implemented to strengthen STEM education and raise the attractiveness of the teaching profession, a shortage of teachers in general, and STEM teachers in particular, is still evident across Europe. This study aimed to identify factors contributing to attracting existing and potential teachers to careers in STEM education. Qualitative research methods were employed to study teachers' perceived motivation, challenges, and suggestions regarding STEM teachers' careers, competence, and collaboration development. The study revealed that the practical application of competence development initiatives significantly motivates STEM teachers, emphasizing the importance of aligning professional development with classroom implementation. These results emphasize the importance of prioritizing practical, classroom-oriented professional development and fostering a culture of collaboration in educational institutions. [ABSTRACT FROM AUTHOR]

Onitsha's population has experienced remarkable growth, increasing from approximately 261,604 in 2006 to over 1 million in recent estimates. This growth is driven by high migration rates, natural increase, and urban sprawl. The implications of this rapid population growth include significant housing demand, infrastructure strain, and mixed economic impacts. Urbanization has exerted profound pressures on Onitsha's infrastructure, leading to severe traffic congestion, road deterioration, water supply shortages, and inadequate sanitation. Housing shortages and the proliferation of informal settlements exacerbate these issues, alongside environmental impacts like flooding and waste management challenges. Despite policy frameworks such as the National Housing Policy, implementation faces hurdles like financial constraints, bureaucratic inefficiencies, and land acquisition issues. Several housing projects, including the Federal Housing Estate, Millennium City Housing Project, and Awada Layout Housing Project, illustrate mixed outcomes in addressing housing needs. While these projects have had successes in providing basic infrastructure and economic opportunities, they also suffer from maintenance issues, affordability constraints, and increased social stratification. Addressing Onitsha's urbanization and housing challenges necessitates comprehensive policy improvements, learning from best practices in other cities, and long-term strategic planning. Key recommendations include enhancing public-private partnerships, reforming land acquisition processes, strengthening building regulations, and adopting smart city technologies. By prioritizing sustainable urban growth and affordable housing programs, Onitsha can improve living conditions and achieve long-term economic and social benefits. Collaborative efforts from government, the private sector, communities, and civil society are essential to create a prosperous and resilient Onitsha for all residents. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This theoretical manuscript acknowledges the three-circle model for agricultural education as an enduring guide for student success. To complement the three-circle model, authors adapted "donut economics" to craft the donut model for agriculture teacher success. Within the proposed model, teacher success is defined as a level of productivity which exists between teacheridentified lower bounds (i.e., levels of productivity which minimally meet their definition of "success") and upper bounds (i.e., levels of productivity exceeding limits created by other work and life responsibilities). Furthermore, teacher success includes having ample margin between lower and upper bounds, affording flexible and intentional allocation of time, energy, and emotion across work and life dimensions for the betterment of self, students, and society. Linkages between the proposed model, teacher satisfaction, teacher retention, and teacher attrition are also explored, suggesting the model may inform ongoing efforts to address the sustained agriculture teacher shortage. The manuscript concludes by exploring the practical utility of the donut model for agriculture teacher success, foregrounding how agriculture teachers can develop, evaluate, and communicate their own donut model. [ABSTRACT FROM AUTHOR]

The editorial in the Asia-Pacific Journal of Teacher Education reflects on the ongoing challenges and debates surrounding teacher education in English-speaking contexts, particularly in Australia. The focus is on the formation of the ideal teacher subject through various policy projects and reforms in teacher education. The editorial also highlights the changing contexts of schools, the diversity of student populations, and the human-centered nature of educational interactions. Additionally, the journal aims to provide thought-provoking pieces on relevant topics in teacher education, with a commitment to the Asia-Pacific region. [Extracted from the article]

This study provides a detailed picture of how the on‐going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve ‘active teaching’. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real‐world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis. [ABSTRACT FROM AUTHOR]

The teacher shortage is a critical issue in many rural areas around the world. This paper presents the findings of two studies that investigated the impact of financial incentives on teacher attraction and retention in rural schools in Western China. Using the theory of compensating wage differentials and a mixed-method approach, we found that providing living subsidies to student-teachers has an impact on teacher attraction but not retention, while tuition fee and loan reimbursements have a positive impact on both attraction and retention. For teachers already teaching in rural schools, the amount of the living subsidy, satisfaction with the policy, and identification of the policy are the key factors that affect the success of the policy. We argue that for the subsidy amount to be effective, it should be based on feedback from rural teachers and be at least 15% of their monthly salary. [ABSTRACT FROM AUTHOR]

The article discusses the issue of teacher shortages in schools, particularly in hard-to-staff schools. It acknowledges that teacher shortages exist worldwide but vary in causes and magnitude. The article emphasizes the need for a comprehensive approach to address teacher shortages, including recruitment, retention, and support for teachers. It also highlights the importance of considering spatial and temporal aspects of teacher shortages and the need for equitable policies and long-term planning. The article concludes by calling for sustained and deliberate strategies to break the cycle of teacher recruitment and attrition. [Extracted from the article]

This article brings together a number of key issues that emerge in research around the problem of teacher shortages in hard-to-staff schools. It offers a broad overview of the hard-to-staff schooling sector as discussed in recent academic literature and provides a context-specific overview of the literature around workforce shortages in hard-to-staff schools with relevancy for high poverty contexts. In line with Williams et al. (2022) position on "Local Strategies, Global Inspiration," this paper focuses on the problem of teacher shortages in hard-to-staff schools in Australia while looking to both Australian and broader Anglosphere literature (p.120) to reconsider responses to teacher recruitment and retention. The paper begins with a survey of the current state of this issue of workforce shortages in hard-to-staff schools in Australia. Turning our attention to literature from both Australia and Anglosphere countries, the summary then focuses on the specific initiatives and mechanisms employed for recruiting and retaining teachers in hard-to-staff schools, particularly the organisational contributions of Initial Teacher Education that support recruitment into hard-to-staff schools. The article concludes by highlighting limitations and critiques of hard-to-staff initiatives in the literature to inform policy and organisational considerations when addressing the issue of teacher shortages going forward. [ABSTRACT FROM AUTHOR]

Teacher shortages are a significant global problem disproportionally affecting "hardest-to-staff" schools and subjects. To better understand (inter)national policy responses to teacher shortages, this paper uses a Bacchian-inspired approach to critically examine proposals suggested as solutions in policy documents from England and Australia, and thus how the problem is being thought about especially in relation to hardest-to-staff contexts. We contend that the problem representations in the policy documents are narrowly conceived and need to be considered differently through the lenses of (re)professionalisation and social justice. [ABSTRACT FROM AUTHOR]

Rural teacher recruitment and retention is a matter of interest for the state of Alabama as policymakers look to understand teacher shortages in rural schools across the state. How teachers are prepared to teach in rural schools is an essential part of rural teacher recruitment and retention. Preservice teachers need exposure to rural contexts as a part of their teacher preparation programs. This study examined how teacher preparation programs in Alabama are integrating rural-specific components. Among the 25 teacher preparation programs in Alabama, nearly 25% reported integrating three or more rural-specific components into their teacher preparation programs. Some teacher preparation programs also reported creating new initiatives or altering the program based on the needs of schools in their geographic area, but over two-thirds of teacher preparation programs in Alabama did not report the creation or adaptation of programs to fulfill the needs of the area. Those programs that did integrate rural-specific components reported the integration of multiple-subject certification, access for rural residents, recruitment of rural residents, rural field experiences, and rural issue-focused coursework. [ABSTRACT FROM AUTHOR]

The history of US capitalism is one wherein occupations with higher concentrations of workers of color coincide with increased levels of exploitation. Recent studies in education show the way strained and precarious working environments led to the now infamous "teacher shortages." I employ the lenses of critical studies of race and capitalism to examine the interest convergence dilemma vis-à-vis recent efforts to increase diversity amid substandard labor conditions in teaching. This analysis offers a cautionary note, and absent a major structural intervention, the interests of marginalized groups (i.e., stronger representation) might converge with the interests of capitalism (i.e., cheap labor). [ABSTRACT FROM AUTHOR]

As a result of stress, burnout, and attrition, the U.S. has perpetual teacher shortages. While systemic changes are necessary to improve the field of education, teaching as a helping profession is stressful, with multiple job responsibilities and roles. In addition to work-related stress and burnout, teachers are also affected by compassion fatigue and secondary traumatic stress (STS). This article provides a self-care and wellness framework for faculty at educator preparation programs to embed across coursework and clinical practice, supporting preservice teachers (PSTs) through a preventative approach. We explain each construct and follow up with case studies to illustrate how signs and symptoms may appear for PSTs. Our wellness framework and self-care lessons are intended to make self-care strategies tangible, applicable, and easily integrated into PSTs' educational, professional, and personal lives. [ABSTRACT FROM AUTHOR]

This article explores the concept of labor shortages, particularly in the post-COVID-19 labor market. It acknowledges that there is no universally accepted definition of a labor shortage, but it refers to a situation where the demand for workers exceeds the available supply. The article highlights the lack of data on job vacancies by occupation, making it difficult to measure specific shortages. It provides information on job vacancy rates in the United States, the euro area, and the United Kingdom, showing an increase during the pandemic but a recent decline. The article concludes by emphasizing the importance of critically evaluating employer claims about labor shortages. It also discusses the factors influencing labor shortages, such as wages, working conditions, skill requirements, and barriers to entry. The text mentions that certain industries, like IT, skilled trades, and healthcare, may experience more prevalent shortages. It further explores the impact of worker characteristics, such as skill preferences and spatial mismatches, on labor shortages. The text also addresses systemic issues related to matching job seekers with vacancies. The article provides a comprehensive overview of the factors contributing to labor shortages in the United States. It notes that the labor market has improved for less educated workers, with decreasing unemployment rates for those without a high school diploma. The gap in unemployment rates between those with a bachelor's degree or higher and those with less education has also decreased. Additionally, the gap between black and white unemployment rates has narrowed. The article suggests that while there may be concerns about labor shortages during periods of economic strength, a [Extracted from the article]

This article examines the issue of labor shortages in various countries, particularly in OECD countries, and how the COVID-19 pandemic has exacerbated this problem. It discusses the factors contributing to labor shortages, such as temporary demand-driven shortages and shifts in the labor force. The article emphasizes the potential impact of labor shortages on global growth, trade, and inflation, especially in developing and emerging countries. It also explores the decline in average hours worked and its implications for labor market adjustment and wage growth. The article suggests that policymakers should focus on mobilizing untapped labor supply, improving skills, and promoting productivity through digital and green transitions. Additionally, it discusses the potential role of artificial intelligence (AI) in addressing labor shortages, but highlights the concentration of market power in the AI industry as a barrier. The article concludes that addressing labor shortages requires a comprehensive approach that considers various factors such as demographics, migration, education, and macroeconomic conditions. [Extracted from the article]

Teaching is a high-stress profession that often results in burnout and attrition. In the United States, 8 percent of all teachers leave the profession annually contributing to growing teacher shortage. When we combine these statistics with those reflecting the increasing mental health challenges in this country, we find ourselves facing a crisis in both education and health care. The issues of teacher stress, burnout, and attrition combined with the mental health challenges of both students and teachers indicate an urgent need to find new and proactive approaches to address these challenges. Recent research suggests that mindfulness practices can be used to support teachers' well-being, mental health, and classroom performance. This study explores the connection between mindfulness and well-being among preservice teachers. The goal of this study was to gain deeper insight into the needs of preservice teachers in order to support their own well-being and that of their future students. Using a mixed methods approach, this study explored the question: What can be learned about mindfulness and well-being among preservice teachers? Findings suggest a potential relationship between the mindfulness trait of nonreactivity and higher levels of well-being. They also indicate that preservice teachers found mindfulness practices beneficial and have a strong desire to learn more about ways to support their mental health and improve their well-being. Future directions of this work could include experimental designs with increased quantitative sampling and multiple focus groups across settings. [ABSTRACT FROM AUTHOR]

Purpose: Alexa's integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa's on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education. Design/methodology/approach: This content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas. Findings: Alexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India's rural education. This study shows AI improves rural education. Research limitations/implications: The study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India. Originality/value: Alexa is used to study rural India's primary education. Voice assistants in rural education are understudied. The study examines Alexa's classroom use, student questions, and policy and teacher education implications. AI's education transformation potential addresses UNESCO's teacher shortage. This novel study examines how AI can improve rural education outcomes and access. [ABSTRACT FROM AUTHOR]