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Communication Dans Un Congrès Année : 2023

Interrogating Truths about the “Teacher Crisis”. A California-France Comparative Approach

Résumé

US teacher recruitment and retention has been a persistent problem for over 20 years (Ingersoll, 2003a; 2003b; Ingersoll & May, 2011), particularly in “high needs” schools (Achinstein et al., 2010). Pre-pandemic, the Economic Policy Institute (Garcia & Weiss, 2019) concluded that “the teacher shortage is real, large and growing, and worse than we thought,” with disproportionate impact on high-poverty schools. This problem has been exacerbated by pandemic and post-pandemic teaching conditions. Zamarro et al. (2022) indicate 30% of teachers reported a probability of leaving the profession in the next five years in 2021. In Europe, the teacher shortage is massive and is pushing governments to raise salaries, without success (Longuet, 2022). Even in France, where teachers benefit from lifelong positions and retirement, recently teachers leaving the profession within their first five years have tripled (Battaglia, 2021a; Golfier, 2021; Simon-Rainaud, 2021), exacerbating current recruitment shortages (Battaglia, 2021b). Previously, a high demand, high retention career, France has recently faced teacher shortages, with the percentage of total teachers leaving the profession rising from 14.5% in 2015-2016 to 22% in 2020-21 and not enough teachers to fill those spaces (Croizier 2022, Battaglia, 2021a). This paper interrogates truths about teacher shortages using a California-France comparative approach, drawing from recruitment and retention literature, examining policy measures addressing the crisis, and using our team’s research to highlight necessary additional policy directions to support teacher professionalism.

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Education
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Dates et versions

hal-04474654 , version 1 (23-02-2024)

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Paternité - Pas d'utilisation commerciale - Pas de modification

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  • HAL Id : hal-04474654 , version 1

Citer

Marie-Pierre Chopin, Betina Hsieh, Julien Tourneville, Camille Croizier, Alejandra Priede. Interrogating Truths about the “Teacher Crisis”. A California-France Comparative Approach. American Educational Research Association (AERA), May 2023, Chicago, United States. ⟨hal-04474654⟩

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