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Education Sciences
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Developing the Teacher Workforce: Motivation before, during, and after Teacher...
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Developing the Teacher Workforce: Motivation before, during, and after Teacher Training

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 October 2024 | Viewed by 6934

Special Issue Editor

Dr. Jason Giersch

E-Mail Website
Guest Editor
Department of Political Science & Public Administration, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
Interests: education policy; teacher quality; motivations to teach

Special Issue Information

Dear Colleagues:

The 21st century has brought profound changes to the teaching profession. Accountability policies, weakened unions, and the coronavirus pandemic have altered the work, rewards, and appeal of teaching. Given that research has shown the importance of teacher quality on student outcomes, we need to learn more about what it will take to ensure a strong teaching workforce in the future.

I am pleased to announce plans for a Special Issue of the journal Education Sciences that will address questions of how to attract more people to the teaching profession and how to keep experienced teachers. For example,

  • What motivates college students to enroll in teacher education programs?
  • What characteristics of teacher education programs inspire students to graduate and enter teaching?
  • How do schools recruit teachers, especially in hard-to-staff positions and locations?
  • What causes some teachers to leave the profession and others to stay?
  • What are the benefits of having a diverse teaching workforce? How can that degree of diversity be achieved?
  • What are aspiring teachers looking for in a career in education and how do they hope to achieve those things?
  • How have culture wars, coronavirus, and education reform affected aspiring and current teachers’ expectations for their careers?

It is my hope to produce a Special Issue that draws upon a variety of disciplines, methods, and perspectives to address these questions with strong analyses of evidence and thoughtful weighing of public education goals. Submissions from the fields of education, public policy, sociology, psychology, and beyond are welcome, as are both qualitative and quantitative methods. The unifying theme of the issue will be a focus on strengthening the supply of effective teachers.  

Education Sciences is an international, peer-reviewed, open access journal ranking in the second quartile of academic journals in the field of education. As the journal is open access, its articles are freely available to readers and researchers thanks to an article processing charge paid by authors or their institutions. The first decision for manuscripts usually comes within three weeks of submission.

I look forward to receiving your contributions. Please pass this invitation along to others who may be interested.

Dr. Jason Giersch
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher motivation
  • teacher recruitment
  • teachers’ work
  • teacher education
  • teacher shortage
  • teacher professional development

Published Papers (3 papers)

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Research

19 pages, 1192 KiB  
Article
What Keeps Teachers Engaged during Professional Development? The Role of Interest Development
by Mete Akcaoglu, Meryem Seyda Ozcan and Selcuk Dogan
Educ. Sci. 2023, 13(2), 188; https://doi.org/10.3390/educsci13020188 - 10 Feb 2023
Cited by 1 | Viewed by 1502
Abstract
Interest influences adults’ and young learners’ learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as “outcomes” of teacher professional development (PD) activities. In this [...] Read more.
Interest influences adults’ and young learners’ learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as “outcomes” of teacher professional development (PD) activities. In this study, we used interest development as the outcome of PD in computer science (CS) and investigated the factors that influenced teachers’ (n = 5) interest development toward CS using various data sources and analysis methods. We found that interest development is (a) varied, (b) influenced by self-relation, knowledge, and affect, (c) associated with reengagement with PD activities, and (d) it can be captured using computational text analysis methods and online log data. Full article
(This article belongs to the Special Issue Developing the Teacher Workforce: Motivation before, during, and after Teacher Training)
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19 pages, 2350 KiB  
Article
Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher
by Katho Pauwels, Helena Van Loon, Els Tanghe and Wouter Schelfhout
Educ. Sci. 2022, 12(10), 724; https://doi.org/10.3390/educsci12100724 - 20 Oct 2022
Cited by 1 | Viewed by 2151
Abstract
The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the [...] Read more.
The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into account different profiles of students. Surveys, with closed and open questions based on our theoretical framework, were conducted at different points in time during teacher education as a basis for mixed method analyses. Compared to the period between the start and the end of the teacher education courses, it appeared that graduated student teachers attached more importance to the motives ‘subject orientation’ and ‘educational orientation’. The research shows a shift to a more realistic educational orientation among graduated students. ‘Work dynamic’ aspects as a motive to work in education were generally considered equally important by women and men but combination possibilities were more important for men. Specifically related to students with a ‘teacher in training’ [TiT] statute, graduated TiT-students considered the motive ‘idealism’ more important than non-TiT-students. Related to working students, ‘work perspective’ appeared to be more important compared to non-working students. These insights into the evolving motives of student teachers have a number of possible implications for the organization of teacher education, which can also contribute to reducing the teacher shortage. Teacher education can put extra emphasis on positive and qualitative hands-on experiences by performing a well-considered selection of internship schools and mentors. At the same time, teacher education can offer even more space and time for student teachers to dedicate to internships, by keeping other activities such as deadlines and teaching moments during internships to a minimum. Full article
(This article belongs to the Special Issue Developing the Teacher Workforce: Motivation before, during, and after Teacher Training)
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16 pages, 762 KiB  
Article
Education for Sustainable Development: How Seminar Design and Time Structure of Teacher Professional Development Affect Students’ Motivation and Creativity
by Cathérine Conradty and Franz X. Bogner
Educ. Sci. 2022, 12(5), 296; https://doi.org/10.3390/educsci12050296 - 21 Apr 2022
Cited by 1 | Viewed by 2259
Abstract
Teachers need to adapt teaching styles to the goals of modern education. The Starwalker project has developed an approach for strengthening students’ self-efficacy and has provided professional development (PD) to teachers. The present study measured the effectiveness of PD indirectly by changes in [...] Read more.
Teachers need to adapt teaching styles to the goals of modern education. The Starwalker project has developed an approach for strengthening students’ self-efficacy and has provided professional development (PD) to teachers. The present study measured the effectiveness of PD indirectly by changes in students’ motivation and creativity as indicators. Two PD designs with the same time budget were examined: (1) a traditional lecture with a single feedback session; (2) repeated supervision sessions. Students completed questionnaires on school motivation, self-reported creativity and personality measures at the beginning and end of the school year. Four classes each were selected for both treatments and a control group (N = 281; Mean-Age = 10.82). At baseline, with no difference, the second PD design showed a significant increase in motivation and creativity, while the first PD design showed no differences compared to the control group. Spearman’s correlations of personality with motivation and creativity confirmed the presumed role of Agreeableness and Conscientiousness, while Grade Motivation and Flow were independent of personality. Structural equation modelling (SEM) confirmed the importance of creativity for motivation. The study proves that PD can be evaluated indirectly through its effects on students and confirms the Starwalker approach. Frequent brief interventions are recommended for attitude change. Full article
(This article belongs to the Special Issue Developing the Teacher Workforce: Motivation before, during, and after Teacher Training)
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