Teacher Shortages: What Are We Short Of?

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-04-18 DOI:10.1177/00224871231166244

C. Craig, Valerie Hill-Jackson, Andrew Kwok

引用次数: 1

Abstract

In October 2016, UNESCO (2017) officially announced that the world was facing a global teacher shortage. The international organization declared that 70 million more teachers would be needed to provide every primary and secondary student with an equitable and inclusive education according to its definition. Four years later, the Covid-19 pandemic struck, further complicating the already complex, longstanding challenge. Because of the ubiquitous nature of teacher shortages, more clarity is needed with how the term is defined, when the problem originated, the conditions that complicate the tenure of teachers, and the ways in which this crisis can be avoided—or at least managed (Cuban, 2001). Otherwise, teacher shortages will perpetuate because resources fall short (Cowan et al., 2016).

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教师短缺：我们缺少什么？

2016年10月，联合国教科文组织(2017)正式宣布，世界正面临全球教师短缺。该国际组织宣布，根据其定义，为每个中小学生提供公平和包容的教育，将需要增加7000万名教师。四年后，Covid-19大流行爆发，使本已复杂的长期挑战进一步复杂化。由于教师短缺的普遍性质，需要更明确的术语是如何定义的，问题是什么时候产生的，使教师任期复杂化的条件，以及如何避免这种危机-或至少管理(Cuban, 2001)。否则，由于资源短缺，教师短缺将持续存在(Cowan et al.， 2016)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).