Akademik Veri Yönetim Sistemi
European Conference on Educational Research (ECER 2025), Belgrade, Sırbistan, 9 - 12 Eylül 2025, ss.1-4, (Özet Bildiri)
Title:
Shortcut or Solution? Examining Alternative Routes into the Teaching Profession
Keywords: Alternative Teacher Education
Programs, Teacher Shortages, Teacher Motivation, Educational Policy
Authors:
Prof.Dr. Şakir Çınkır
Prof. Dr. Ali Ersoy
Problem
In
recent years, there has been an increasing interest in alternative teacher
education programs in Europe due to their role in addressing teacher shortages,
particularly in underserved regions and critical fields like science and
mathematics. Recent developments in EU education policies, such as the
"NEWTT" initiative, have heightened the need for innovative and
flexible pathways that diversify the teaching workforce and align with
workforce equity goals (Abs
et al., 2019).
Traditionally, critics have subscribed to the belief that these programs risk
compromising teaching quality by bypassing essential pedagogical preparation (Darling-Hammond,
1990);
however, proponents argue that when accompanied by robust mentorship and
practical training, they can provide effective solutions to systemic challenges
in teacher recruitment and retention (Berry,
2005).
Studies show a growing trend in such programs demonstrating their positive
impact on student outcomes, especially in STEM subjects (Sass,
2013),
although contextual factors such as school resources remain critical in shaping
teacher effectiveness (Ding
& Sherman, 2006).
This complexity underscores the pivotal importance of balancing accessibility
and quality in alternative certification programs to meet evolving educational
needs.
Alternative teacher education programs
in the EU have emerged as effective solutions to critical challenges, including
teacher shortages, an ageing workforce, and the need to attract young
professionals to the teaching profession. These programs offer flexible
pathways that enable career changers and young professionals to transition into
teaching with tailored training and mentorship. For instance, initiatives such
as the EU-funded "NEWTT" program have demonstrated that alternatively
trained teachers can perform on par with traditionally trained counterparts,
addressing significant workforce gaps (Abs et al., 2019). Moreover, programs that cater to personal
and professional needs, including manageable schedules and incentives, have
been effective in attracting and retaining a diverse talent pool (Newton et al., 2020). These initiatives collectively play a
pivotal role in ensuring the sustainability of quality education systems across
Europe.
To define and implement quality
standards for these programs, it is imperative to establish a unified framework
that sets minimum requirements for pedagogical training, mentorship, and
practical teaching experience. Clear benchmarks for teacher competence, such as
pedagogical knowledge and classroom management, as emphasized in initiatives
like "NEWTT," are essential (Abs et al., 2019). Additionally, regular monitoring,
evaluation, and the development of shared accreditation standards among member
states can foster consistency and improve program quality across the EU (Day et al., 2023).
In Turkey, alternative teacher
certification programs have been the subject of considerable debate regarding
their implications for the teaching profession and education system. These
programs, often attracting graduates from non-education faculties as a response
to unemployment, provide a pathway for individuals to become teachers within a
short timeframe. However, this approach has contributed to an oversupply of
teachers, placing pressure on the government and creating a sense of inequity
for education faculty students who deliberately chose teaching as their career
path (Seferoğlu, 2004). Moreover, graduates from these programs frequently
report external motivators, such as job security, rather than intrinsic
motivations for entering the profession (Aksoy, 2017). Similar challenges can
be observed in Europe, where countries such as Germany and England have
implemented alternative certification programs to address teacher shortages.
While these programs demonstrate potential in meeting short-term workforce
demands, their success depends on the implementation of stringent regulations
to uphold quality standards and ensure adequate pedagogical training (Delba, 2009). Therefore, although alternative teacher
certification programs provide viable solutions to teacher shortages,
maintaining quality and equity in teacher preparation remains a critical
priority for policymakers.
Methodology
This study will adopt a mixed-methods
approach with an explanatory sequential design to comprehensively explore the
role and implications of alternative teacher education programs. In the
quantitative phase, surveys and statistical analysis will be used to examine
patterns in teacher supply, motivations, and program outcomes in Turkey and
selected EU countries. In the qualitative phase, semi-structured interviews
with program participants, policy-makers, and educators will provide deeper
insights into perceptions and policy needs.
Aim
The primary aim of this study is to
explore the role and implications of alternative teacher education programs in
addressing teacher shortages while maintaining quality and equity in teacher
preparation. The study seeks to examine the perceptions, challenges, and policy
considerations associated with these programs, with a specific focus on Turkey
and comparisons with EU countries.
Research
Questions
Particpants
The study will use stratified random sampling
in the quantitative phase to ensure a representative sample of 300–500 teachers
and teacher candidates from alternative and traditional certification programs,
stratified by program type, geographic location, and subject area. This
approach allows for examining trends, motivations, and perceptions across
diverse groups. In the qualitative phase, purposeful criterion sampling
will select 15–20 participants who are enrolled in or have graduated from
alternative certification programs, ensuring diverse representation in terms of
gender, subject area, and region.
Data Analysis
The study will analyze quantitative data using
descriptive statistical methods, such as frequencies, percentages, means, and
standard deviations, to summarize trends, patterns, and relationships in
teacher supply, motivations, and perceptions. For qualitative data,
thematic analysis will be employed, involving familiarization, coding, theme
development, and refinement to identify key patterns in participants'
motivations and experiences. Finally, the quantitative and qualitative findings
will be integrated to provide a comprehensive understanding of the role and
implications of alternative teacher education programs.
Expected Outcomes
The expected
outcomes of this study include a comprehensive understanding of the role and
implications of alternative teacher education programs in addressing teacher
shortages while maintaining educational quality and equity. It is anticipated
that the quantitative findings will illuminate trends in teacher supply
and demand, alongside motivations of individuals opting for alternative
certification programs compared to traditional pathways. These findings may
highlight significant disparities in demographic characteristics, motivations,
and perceptions among participants from the two routes.The qualitative
findings are expected to provide rich insights into the experiences,
challenges, and motivations of teachers and teacher candidates within
alternative certification programs. Such insights may uncover systemic issues,
including inconsistencies in pedagogical preparation or inequities in access to
professional development opportunities.
Furthermore,
the study is likely to identify critical policy gaps and offer practical
strategies to enhance the design and implementation of alternative
certification programs, ensuring their effectiveness without compromising
educational standards. Comparative analyses with EU countries are anticipated
to contextualize Turkey's policies, offering valuable lessons for harmonizing
alternative and traditional teacher training approaches. Ultimately, this
research aims to contribute to evidence-based recommendations for policymakers,
supporting the optimization of teacher education systems and addressing
workforce challenges effectively
References
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