Curriculum Unit Project Paper- Rough Draft
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Curriculum Unit Project- Rough Draf
Curriculum Unit Project Paper – Rough Draft
Krystle R. Weems
Department of Educational Leadership, Curriculum, & Special Education
College of Education
ELCI 6523 Secondary School Curriculum
Dr. Lee-Anne Oros
December 8, 2023
Curriculum Unit Project- Rough Draf
If it weren’t for education at all levels, you wouldn’t be able to read, write, speak, think
critically, make informed decisions, know right from wrong, effectively communicate, or
understand how the world works. George Orwell once said, “If people cannot write well, they
cannot think well, and if they cannot think well, others will do their thinking for them."
Education matters, but to receive quality education requires qualified well-trained teachers that
possess adequate skills and knowledge in such areas. The dilemma is that students are not
receiving quality education, not because they are not willing to learn, but because educators are
becoming less qualified to provide effective teaching to them. How did we get to this place
where educators are in high demand and the majority are producing the least effective teaching?
INTRODUCTION
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, long-standing challenge. Because of the ubiquitous nature of
Curriculum Unit Project- Rough Draf
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.
Supervised training is the first step in each career path that leads into the classroom. An
aspiring teacher can gain a great deal from this experience, which is typically given by a skilled
mentor teacher who guides them through a planned progression of progressively more
responsibility.
Training provides prospective teachers the opportunity to apply their coursework
and receive consistent feedback. In addition to solidifying grade-level and subject matter
expertise, clinical training helps teacher candidates develop their skills in planning and executing
differentiated daily instruction for all learners. They must also learn to recognize learning
disabilities; promote language acquisition skills for English language learners; apply behavioral
intervention strategies; practice classroom management techniques; design effective assessments;
use culturally responsive and trauma-informed pedagogies; and promote student well-being and
mental health. These experiences also advance prospective teachers’ understanding of the legal
responsibilities of their jobs, particularly in the special education space. Teachers who lack hands
on training
in these areas will be less prepared to meet these needs, and they are more than twice
as likely to quit teaching after just one year.
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PROBLEM
The problem is not new but the figures clearly illustrate the extent of the crisis.
Existing research literature shows how conditions for the professional exercise of teaching have
been deteriorating, in terms of increased bureaucracy and intensification of teachers’ work as
well as the lowering of their economic and social status together with increasing criticism and
control of their work (e.g. Flores
Citation
2020
) along with discourses of professional distrust
(e.g. Dulfer, McKernan, and Kriewaldt
Citation
2023
). The equation becomes even more complex
due to the declining number of candidates for teaching positions over time and the perception
that teaching is not a desirable career path. In addition, this circumstance raises a number of
serious concerns about teacher education and recruitment. More complexity is added to the
equation by the declining number of candidates for teaching positions over time and the general
perception that teaching is not a desirable career path. In addition, this circumstance raises
several serious concerns about teacher education and recruitment. Is it possible to address the
issue of quantity without sacrificing quality? How do we attract and keep the top talent in the
industry? In such dire situations, what are the red lines that must be considered when modifying
teacher education? What is meant by "enhancing the appeal of teaching" and what does it signify
Curriculum Unit Project- Rough Draf
for teacher preparation? What qualities are there in teacher education? For what reasons should
instructors receive education?
There is, therefore, a need to invest in quality initial teacher education seen as a space of
transformation that acknowledges the complex, multifaceted and dynamic nature of teacher
professionalism. In other words, the ethical, social, cultural and political dimensions of teaching
must all be taken into account alongside its reflective and inquiry-based aspects. For this to
happen, it is important to consider the voice of stakeholders, namely teacher education
institutions and teacher educators (see Flores
Citation
2022
; Murray, Swennen, and
Kosnik
Citation
2019
) to find the best solutions for a crisis in the teaching profession that has not
attracted governmental attention in the ways required. If quality teachers depend on the quality
of their education, then there is a need to invest in initial teacher education and to build on
existing consolidated research knowledge in the field to establish red-lines and to avoid
emergency solutions that entail deskilling and deprofessionalising teachers.
CONCLUSION
Governments spend billions of dollars and billions of hours of teacher time on teacher PD
programs each year, yet the effectiveness of these programs is not well
understood.
The results of
this study indicate that neither teacher PD alone nor PD combined with follow-up and/or
evaluation have any significant impacts on student achievement, dropout, or subject-specific
Curriculum Unit Project- Rough Draf
psychological factors. PD also has no impact on teacher knowledge, attitudes, or teaching
practices that might lead to impacts on students in the longer term. Our findings on the impacts
of teacher PD are consistent with a more general literature that often finds no impacts from long
term, intensive job training on employment and wages (Card, Kluve, and Weber 2010; Ibarrarán
and Rosas Shady 2008; U.S. Department of Labor 2014). Our findings do suggest some
heterogeneous effects, however, with PD and its post training components having small, positive
effects on the achievement of students taught by less qualified teachers, and larger, negative
effects on the achievement of students of more qualified teachers.
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References
1.
Betz, A.
https://www.educationcorner.com/education-important-purpose.html
2.
Bau, Natalie, and Jishnu Das. 2017. “The Misallocation of Pay and Productivity in the
Public Sector: Evidence from the Labor Market for Teachers.” Policy Research Working
Paper 8050. World Bank. doi:10.1596/1813-9450-8050.
3.
Card, David, Jochen Kluve, and Andrea Weber.2010. “Active Labour Market Policy
Evaluations: A Meta-Analysis.” The Economic Journal 120 (548): F452– F477.
doi:10.1111/j.1468-0297.2010.02387. x.
4.
Craig, C. J., Hill-Jackson, V., & Kwok, A. (2023). Teacher Shortages: What Are We Short
Of?
Journal of Teacher Education
,
74
(3), 209-
213.
https://doi.org/10.1177/00224871231166244
Curriculum Unit Project- Rough Draf
5.
Flores, M. A. 2022. “Editorial. Understanding the Meaning of Teacher Education: The
Voice of the Stakeholders.”
European Journal of Teacher Education
45
(
5
): 577–580.
doi:10.1080/02619768.2022.2160287.
6.
Menter, I., and M. A. Flores. 2021. “Connecting Research and Professionalism in Teacher
Education.”
European Journal of Teacher Education
44
(
1
): 115–127.
doi:10.1080/02619768.2020.1856811.
7.
Murray, J., A. Swennen, and C. Kosnik. 2019. “International Policy Perspectives on
Change in Teacher Education.” In
International Perspectives on Policy and Practice: The
Insider Perspective
, edited by J. Murray, A. Swennen, and C. Kosnik, 1–13. Switzerland:
Springer.
8.
S. Anwar, M. Nasrullah, and M. Hosen, “COVID-19 and Bangladesh: challenges and
how to address them,”
Frontiers in Public Health
, vol. 8, 2020.
9.
M. Shammi, M. Bodrud-Doza, A. Islam, and M. Rahman, “Strategic assessment of
COVID-19 pandemic in Bangladesh: comparative lockdown scenario analysis, public
perception, and management for sustainability,”
Environment, Development and
Sustainability
, vol. 23, no. 4, pp. 6148–6191, 2020.
10.
Welles, L. (2022). Teacher Preparation Shortcuts Won’t Solve the Teacher Shortage.
https://www.americanprogress.org/article/teacher-preparation-shortcuts-wont-solve-the-
teacher-shortage/