Teacher Education and Development Study in Mathematics - IEA

More documents

Recommendations

Info

PART 1: SALARY RELATIVITIES 31 Table 2: Summary of Country Case Studies of Teacher Labor Markets (contd.) Country Main Characteristics of Teacher Main Characteristics of Teacher- Salaries of Teachers and Mathematics- Indicators of Mathematics Labor Force Education System Oriented Professionals Compared Teacher Supply Switzerland Seventy-two percent of primary school teachers are female, but this proportion drops to 32% at the upper secondary level. The teaching force is not old, but still has a high turnover—about eight percent per year. There is a major shortage of teachers at the lower secondary level despite a low growth in student enrollment. Primary and lower secondary teachers must have undertaken tertiary education, usually in a teacher education program in a university (three to four years). Upper secondary teachers have degrees in a given discipline, with a teaching degree from a teacher education program (five years). Teacher salaries for men and women were comparable with those in mathematics-oriented professions in 1996. However, by 2004, this situation had changed, with teachers losing ground to research and analysis / programming professionals. Qualified teacher shortages exist, especially at the lower secondary level. Thailand Primary teaching is characterized by a huge oversupply of teachers. The government is promoting early retirement to ease this glut. Studies suggest that most teachers have low university entrance examination scores, so represent a less “capable” group of professionals. Only 58% of primary and 50% of secondary school teachers are female. On average, teachers are 45 years of age. Teachers generally obtain two-year diploma or Bachelor’s degrees from a variety of teachers’ colleges and universities. The government is now moving to four years of coursework and one year of a teaching practicum for all teachers. The government is also offering scholarships and job security guarantees to attract better-qualified students into teaching. In 1996, female teachers earned approximately the same salaries as scientific and non-scientific professionals, but a gap then developed. For male teachers, the small gap existing in 1996 grew larger thereafter in favor of non-teachers. Oversupply of teachers in general is driving teacher salaries down compared to the salaries offered in other professions. Some national programs are offering scholarships to prospective mathematics and science teachers to relieve shortages of teachers with qualifications to teach these subjects. However, declining teacher salaries is making it more difficult to recruit teachers with these special skills. United Kingdom The teacher workforce is aging and becoming increasingly feminized (83% in primary and 55% in secondary). Sixty percent of teachers are 45 years of age and over. Teachers in England must earn qualified teacher status by completing either an undergraduate or a postgraduate teachereducation program. Most teachers (55% of primary and 92% of secondary) now complete a postgraduate program. The weekly earnings of secondary teachers with Bachelor’s degrees are higher than the salaries of both science and engineering professionals; those teachers with higher degrees also fare well. Older scientists and engineers do better than teachers. Primary teachers also did well relative to other occupations in 1999, but this situation changed against teachers from 1999 on. Shortages have developed in mathematics, science, business, and technology. Teachers with these qualifications qualify for various existing programs that offer new teacher bonuses and teaching grants.
32 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Table 2: Summary of Country Case Studies of Teacher Labor Markets (contd.) Country Main Characteristics of Teacher Main Characteristics of Teacher- Salaries of Teachers and Mathematics- Indicators of Mathematics Labor Force Education System Oriented Professionals Compared Teacher Supply United States The teacher workforce has increased steadily in the past 25 years, while the number of primary and secondary students has dropped. This situation has reduced the student–teacher ratio. Teacher education is highly decentralized. States set requirements, and universities train the teachers, so teacher education varies from state to state and from university to university. All teachers must have a university degree. These are usually education degrees, with specialization in a particular field for secondary school teachers. However, many secondary school teachers teaching mathematics have not trained in mathematics. Across the system, some teachers are not certified in a traditional way. The proportion of such teachers is sometimes higher in the urban areas than in the rural areas of the nation. Teacher salaries relative to “comparable” professions have been falling since the late 1980s. Male teachers earn about 65% of scientists’ salaries, and female teachers earn about 74% of scientists’ salaries. There are considerable shortages of mathematics and science teachers, particularly in urban school districts, possibly because the salaries for teachers relative to those of other professionals are not competitive.
Page 1 and 2: TEACHER EDUCATION AND DEVELOPMENT S
Page 3 and 4: 2 TEACHER PAY AND STUDENT MATHEMATI
Page 11 and 12: 10 TEACHER PAY AND STUDENT MATHEMAT
Page 31: 30 TEACHER PAY AND STUDENT MATHEMAT
Page 83 and 84:
82 TEACHER PAY AND STUDENT MATHEMAT
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
100 TEACHER PAY AND STUDENT MATHEMA
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
show all

Teacher Education and Development Study in Mathematics - IEA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?