Teacher Supply

The Key Issues
Erscheinungsjahr 2006
ISBN: 978-0-8264-8770-4
Verlag: Bloomsbury 3PL

Buch, Englisch, 208 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 485 g

Reihe: Athlone Contemporary European Thinkers

The second in Continuum Empirical Studies in Education series.

- Teacher supply is a perennial issue in education policy in all major countries: how can governments ensure sufficient supply in terms of both quantity and quality?
- Authors draw on UK, US and international data.
- Findings have policy implications (e.g. the impact of teacher training institutions) and are controversial: they destroy several long established myths about teacher supply and argue that governments often create the shortages themselves.

This book emerges from a series of studies on issues of teacher supply, quality and retention, undertaken by the authors since 2000. The work was variously funded by the GTC, TTA, UCET and the ESRC, and this book will be the first full account of the challenging findings. These have already attracted attention from the media (e.g. TES 24/9/04, p.1) and policy-makers (e.g. Memorandum to the House of Commons Education and Skills Committee, Teacher Retention and Recruitment Volume II, pp. 199-218). The evidence is drawn from a range of sources including:

· Re-analysis of all job vacancies, numbers and qualifications of school teachers in UK over a decade, supported by a mass survey of career intentions and focus group interviews
· International comparison of the situation in all countries participating in PISA 2000
· Consideration of the impact of 'No Child Left Behind' on ensuring the provision of 'highly-qualified' teachers in the USA
- Value-added analysis of all teacher training institutions (UK)

From these various components of national and international evidence on teacher supply, quality and retention, the authors draw together a range of practical, research, and policy-relevant conclusions.

Zielgruppe

Academics and libraries in Education: especially education policy, also studies in professionalism and in economics of education.

Autoren/Hrsg.

Gorard, Stephen

See, Beng Huat

Smith, Emma

White, Patrick

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Preface
List of contents
List of tables
List of figures
Abbreviations

Introduction
Chapter One - An international crisis for the teaching workforce?
Chapter Two - Re-considering the indications of the crisis

Describing the teaching workforce
Chapter Three - Who are the teachers?
Chapter Four - Why do people become teachers?

The strengths and weaknesses of the teaching workforce
Chapter Five - Does teacher training make a difference?
Chapter Six - Trends in teacher supply and demand

International perspectives on teacher quality
Chapter Seven - The views of the employers
Chapter Eight - Can we require 'highly-qualified' teachers?

Conclusion
Chapter Nine - Strengthening the teaching workforce

Appendix - some of the larger tables relating to individual institutions
References
Index

Über Autor(innen)

Professor Gorard, Dr Beng Huat See and Dr Smith: Department of Educational Studies, York

Dr White: Department of Sociology, Leicester.

Gorard has published with McGraw-Hill (New York), Routledge Falmer, Open UP, Hodder & Stoughton, University of Wales P.