The short teacher training course continues to cause a stir: about thirty professors belonging to the most important research center for the teaching profession join forces to oppose this accelerated path, which does not represent an effective solution to the shortage, for example -you.
Developing short teacher training courses is one of Education Minister Bernard Drainville’s priorities.
TÉLUQ recently announced the creation of a 30-credit program (the equivalent of one full-time year) for those who already have a bachelor’s degree and a contract with the school network, which could eventually lead them to a teaching career.
But this path is “really not” the right way to curb teacher shortages, says Mylène Leroux, a professor at the University of Quebec in Outaouais and a member of the Center for Inter-University Research on Training and Teaching (CRIFPE), who has along with more than thirty colleagues signed an open letter, which you can read here.
Shortened apprenticeships in other industries (particularly as a caregiver or daycare worker) have yielded mixed results, they say.
In the United States, people who have completed “alternative” teacher training are relatively more likely to drop out of the school system, which only makes the situation worse in the long run.
“If we reduce training, we find that this does not necessarily lead to bottlenecks, on the contrary,” says Ms. Leroux.
Instead, one needs to focus on measures to better integrate prospective and new teachers, to encourage those with teacher training degrees to stay in the school network, she says.
It is also important to improve teachers’ working conditions, adds the UQO professor.
“When we ask teachers why they drop out, they tell us about their workload, lack of time, strong judgments, and violence,” she says. That is what we need to address.”
Can you share information about this story with us?
Do you have a scoop that might be of interest to our readers?
Write to us or call us directly at 1-800-63SCOOP.