Today's classrooms are diverse with digital natives using much technology, so teachers would need additional pedagogy to function effectively, if not before entering but certainly in-service supported by an assigned mentor. These articles help to shed light on the latter:

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Presentation Diversity and International Education

Debra

Dear Nasir,

The ideal is to recruit trained teachers for schools. Even so, it is better to have untrained teachers at schools than no teachers. As I see it, teachers at schools should be experts in what they teach, which has to do with curriculum issues, and be well versed in the details of the individual's psychological development and in most advanced methods of teaching, which has to do with how to teach issues (i.e., pedagogy). if teachers do not master what they teach, then they are no teachers at all. If teachers are not well versed in the details of the individual's psychological development, then they risk teaching to their students material that is much above of below students' ability to understand. As for teaching methods, the active methods are considered to be the most desirable teaching methods. In the active methods, teachers are more mentors and organizers of learning experiences and situations than simple transmitters of ready made and established truths imposed on students from outside. Thus, education should aim at generating innovative and creative, not conformist, students.

I hope I has got your question and that this gives you some hints.

Best regards,

Orlando

So you think that experties in subject is more important than experties in how to teach

It is OK to recruit subject experts as teachers, but they must not flood the system. Advantages:

• The subject experts have been exposed to superior education directly and through video examples and hopefully know what models of education to choose.
• The subject experts can explain things from the industrial or commercial perspective, and should be more up-to-date.

Disadvantages:

• The subject experts may find it difficult to enforce discipline.
• Support from colleagues is necessary, and an understanding staff room is needed.
• The subject experts can achieve higher salaries in industry and commerce and their turn-over is more rapid.
• A quick get-up-to-speed course is necessary before starting.

Well said Professor Ian Kennedy

Hi!

A teacher should, needless to say, in the ideal case have both subject knowledge and teaching skills. In many countries at the present, there is a serious lack of educated teachers for primary and secondary school, in Sweden as well.

Kids in school need teachers, and a second choice for school leaders/organizers are persons with relevant subject knowledge which do as best they can while they also can get the parts of teacher education they lack. Next possibility are responsible persons without both teacher education and subject knowledge. Also they can find ways, somewhat longer, to become certified. In Sweden right more and more alternative ways of becoming a certified teacher are developing. Some are integrated with part time work in schools. The old pattern of young traditional students becoming teachers, spreading out over the nation and staying in the profession all their lives does not work any longer. Schools and their communities have increasingly to ”grow your own teacher”.

Lack of teachers is a threatening situation for a society at large, but while trying to adress the situation, non-educated teachers will have to do. Better than no teachers at all. And many both developed as well as developing countries are in this situation right now.

The younger the learners are, the more qualified the teacher must be. Tertiary and university level teachers could work without much experience in pedagogy and didactics. However, knowledge of pedagogical subjects at all levels must be encouraged.

Well, I would begin to ask first is the school system urban or rural. It makes a big difference how teachers are recruited. Let’s take Chicago, where I am from. Chicago Public Schools is policy driven, but not by the curricula driven in maths and science. I say if they have a science background or maths skills background, then train us if we are unprofessional in the mathematics or inquiry based classroom.

There is much empirical evidence about the kind of training that actually seems to be effective for teachers and the types of training that seems to ineffective in a variety of ways. For instance, Goldhaber and Cowan (2014) found that one's teacher preparation program can be is predictive of teacher retention/attrition rates. Still others have found that there is little quantifiable difference between the performance of teachers from traditional and alternative licensure programs (e.g., Shuls & Trivitt, 2015). However, teachers are required to be licensed in majority of nations that represent the vast majority of published research on the topic, such that there is little or no research on the effectiveness of untrained teachers.

That being said, I would argue that the evidence of differences between teacher preparation programs suggests that there would be differences between those who receive training and those who receive none.

Dear Naser,

Your question about recruiting untrained teachers makes me think of the following:

1) It is better to have teachere whoever they are than no teachers at all.

2) Teachers should master what they teach. This generally requires a higher education degree, such as a BA, MA, Ph D., and has to do, say, with the scientifi, component of teaching.

3) Teachers should be trained on how to teach what they teach. This has to do with the pedagogical component of teaching.

Like Anders, I think that lack of teachers is a threatening situation mainly in several countries from Africa and Asia, but while trying to adress the situation, non-educated teachers will have to do.

Besr regards,

Orlando

The essential quality for a teacher is the ability to understand where their students are in terms of their (the students) understanding of the subject matter. And then tailor their teaching to that state of understanding. Ideally this skill is taught in teacher education courses but it seems to come naturally to some people.

So for some teachers having a teaching qualification won't make much difference to their teaching BUT the issue would be identifying these easily before they go into the classroom, and therefore having a teaching qualification is probably a good idea.

How much time needs to be spent acquiring this is another issue since most teachers will admit that they really learned to teach after they got into the classroom and there is an argument for teacher education to be more like an apprenticeship with part of the learning and qualification being based on support while on the job. But even so it is useful for teachers to have at least some reasonable understanding of how kids learn and strategies that can be used to promote learning in the classroom before they face a class.

It is more important to be able to teach effectively whether trained or untrained. We have all seen that even the best trained are not able to deliver, whereas there are those who though untrained have natural teaching abilities and skills. It shouldl be a person specific decision, maybe a demo would help deciding that.

There are two facets to your question that I see and, if I may, I believe they need to be addressed or at least considered in the whole discussion: The functional or practical aspect of teaching/learning and the larger, more complex issue of the role of formal education in a nation (state). Both of these facets are interconnected.

1) If the question is about mere functionality –i.e., a person to deliver content about a subject matter, then it matters little their functional training or preparation other than, perhaps, some understanding of the subject matter. People (students, professional associations or regulatory organizations) prefer a predetermined level of preparation/training because that, along with the skills of delivery and personal connecting, make for a more effective and enjoyable experience for the learner. But here is where that interconnection enters.

2) The socio-cultural establishment in a state largely affects the first (function). If formal education is touted as important, but teachers and teaching are regarded as a low-level skill and career, then the disconnect is felt most at the teacher level and least at the government level (I'm thinking here of government as the decision-making and salary-paying drivers). In other words, if teachers/teaching are seen as less important (financially or personally or functionally) than professional activities (say, medical profession, engineering, architecture, IT, etc.), then once again it will matter little who is hired to do the job because the "job" is merely teaching (a relegated activity slightly better than baby-sitting, at least in the minds of society from whom government arises and over whom government sits). In some states, teaching is regarded as socially lower than trades occupations.

Where I have seen this second facet in play is in North America to a degree and on a grand scale in Bahrain (in person and from the mouths of local teachers...I hope it has changed there since). It seems only a few states in the world hold teachers/teaching in a high regard.

Answers to your question thus depend on a) your political position (are you a teacher, academic, curious citizen, policy maker?), b) the perceived role of teachers/teaching in your state. Political position will determine the effectiveness of your action: As policy maker, you have power to effect change. Otherwise, in the case of the other positions, this is simply a discussion and the outcome will have little to no effect on your situation. In (b), which is connected to (a), you can expect similar results (little to no change) so long as the problem is state-wide.

Want to make a change? Get political. Meanwhile, Google this phrase: "how societies view teachers". Quite a list of further readings.

Anders Norberg says it all, exactly the same applies to The Netherlands. Our inspectorate allows untrained teachers two years to become certified, if that goal is reached the school is allowed to offer a permanent position, if not the contract is dicontinued at that school. But, the unqualified person is still allowed to apply at a different school... At the same time all kinds of programs are developed for more flexible teacher education that aim at persons entering the occupation at a later stage of their career. At my institution these people are starting to outnumber the young students who immediately opt for a career as a teacher. A teacher for life seems almost a thing of the past.

For schools to attain quality education, the teachers should possess sound knowledge of subject matter and pedagogic skills.

Being a teacher educator i have observed that organisational inputs helps only a little for the untrained teachers. They are mere careers of what the institution wants.

They don't understand the psychological impacts and individual needs.

I believe educators are developed. In the US, most states offer individuals from the business sector to enter the teaching field as long as they can bring comprehensive knowledge to education. I am currently a Career and Technical Education (CTE) business (Commerce and Information Technology) teacher. I served in the US Air Force and worked as a paralegal for over 20 years. Also, I have a B.S. in Management, Master's in Leadership and a current doctoral student. I had to study teaching concepts to take the Basic Skills Exam and the Praxis exam as well as complete four (4) educational courses. Additionally, I am required to teach for 3 years prior to receiving my teaching certificate in Alabama and take an additional test on teaching. If your country follows these methods, they will have skilled educators who can bring a lot of knowledge to the country's education system.

Today's classrooms are diverse with digital natives using much technology, so teachers would need additional pedagogy to function effectively, if not before entering but certainly in-service supported by an assigned mentor. These articles help to shed light on the latter:

Data Flexible Learning Environments-Theories-Trends-Issues

Article Use of Facebook for enhancing student engagement in a higher...

Article Instructional Strategies to Help Online Students Learn: Feed...

Presentation Diversity and International Education

Debra

Of course teachers need professional training but if the government is recruiting, I feel it is providing opportunities to people who would love to teach. Life is pretty tough for people and the pathetic salaries of teachers does not attract people to this profession. I think, they can learn by hands-on-training. Besides, technology and teachers' role as mentors and facilitators is again a way for the new people to move ahead.

In my opinion, yes, it is important to get professional training. Possessing the skills and expertise of a teacher are not necessarily innate. Professional teacher training would mean that the teacher has the background in the field and understands how does learning and teaching actually happens.

I believe we definitely need qualified teachers. recruiting unqualified people will most definitely result in poor academic results. You need people best qualified in learning theories, educational/child psychology, teaching methods, classroom management techniques etc who are also well equipped in the continent/subjects matter in order to ensure effective curriculum delivery, otherwise we are heading for disaster. What you put in is what you will get out.

Its very surprising when one hears of shortage of teachers in some countries... but when you get to these countries you find that there are many trained young teachers unemployed. I always wonder why countries have to resort to use of temporally teachers or untrained teachers while the trained ones are not absorbed into the systems.

In the UK, digital resources are so advanced that subject knowledge has become less essential in teaching. The UK secondary school teachers I work with are often teaching subjects they are unfamiliar with. Ensuring that teachers are trained to deliver resources effectively, engage students and understand learning styles is far more important than subject knowledge in my opinion.

Why not. Everything I created, I checked with children in my practice of 30 years .. I offer free asvim colleagues what I've been developing ... they do not have all the abilities and time to do it ...

All students deserve a well-trained competent STEM teacher to help students secure their future an to be college and career ready upon graduation. Inadequate science education threatens the very foundation of democracy as meaningful participation in crucial social decisions requires ever-increasing levels of scientific and technological understanding.

Ideally, preservice STEM teachers to obtain a solid content knowledge as well as a sound pedagogical content knowledge in their teacher education programs. The United States has a severe, long-term shortage of qualified physics teachers in particular. In fact, in 2013, the National Task Force on Teacher Education reported that "the need for qualified physics teachers is greater now than at any previous time in U.S. history." School districts in the U.S. consistently rank physics as the highest need area among all academic disciplines about teacher shortages.There are virtually no physics teachers in the city schools of Birmingham, Alabama or many of the Blackbelt schools across Alabama. The only opportunity urban and rural students get is through programs like ACCESS, an online asynchronous physics course. It does not meet the bar regarding the basic needs of these students who wish to pursue STEM careers. As a classroom teacher for over 30 years and a Nationally recognized Physics teacher, I want to do something about that.

Students that do not get the opportunity to participate in a good physics course in high school are inherently disqualified from STEM careers upon graduation, particularly engineering, and biomedical sciences. Results from the 2005 National Assessment of Education Progress (NAEP) showed large and persistent science achievement gaps among races and ethnicities at all grade levels. For example, 65% of white students were at or above the basic level in science compared to 19% of black and 30% of Hispanic students.

The question becomes: What is best for the students. In K-12, many private schools in the United States hire a mathematician (with a math degree) to teach math, while their unionized public school counterparts insist on hiring a certified teacher with an education degree (who might have as little as 3 math classes at the university level). This is why many states have developed an alternative method of certification for people with university degrees in specific subjects to become teachers. It is interesting to note at the university level, they are only interested if you have a terminal degree in the subject being taught.

In the world of today, many persons think that they have knowledge while they actually have an illusion of knowledge. Such deluded persons will think that they can teach without the necessity of prior training or familiarity with the teaching methods. The "poor" students will reap the negative consequences when they are taught by these persons.

As you know, education is a cumulative process so when you happen to teach 4th year level university students who are "empty" or who cannot answer easy questions from high school textbooks then there must have been serious errors in the building-up process.

Education really requires an overhaul almost on global scale. There is bad need for professional training for teaching at school level & at university level. This will serve the best interests of the students & thereby the interests of the nation as well as humanity.

Yes, all students deserve teachers who have benefited from professional training/education. An enormous knowledge base worldwide exists on how to prepare teachers to be more effective in their practices. Unfortunately, however, situations exist where the supply of such prepared teachers does not meet the local demand, as you have pointed out in Pakistan. One model to address this problem that I saw well implemented in Swaziland where I taught as a Peace Corps Volunteer in the 1980s was for local communities to hire provisional teachers (usually they grew up or lived in the communities) who had some level of academic credentials such as having completed secondary school. These provisional teachers apprenticed on the job with more experienced and professionally prepared teachers in their schools. Most importantly they also had to regularly attend government led teacher training seminars where they were exposed to formal teacher education curricula.The provisional teachers who were the most successful approached the job as an opportunity to assist young learners to grow academically and who actively sought out ideas to improve their emerging practices so that they could meet their students' needs. The least successful ones were those who thought effective teaching was only lecturing and did not attempt to establish a positive class climate where students felt comfortable in asking questions or engaging in class discussions.

Sir hope, you can use my article on this training "METHODS AND LANGUAGES USED BY THE CONTRACTUAL TEACHERS AND ITS EFFECTS TO THE LEARNERS"

Article METHODS AND LANGUAGES USED BY THE CONTRACTUAL TEACHERS AND I...

Article Technology-Assisted Teaching and Students Performance in Literature

Best Regards;

Sir Mark

In reviewing the answers here it seems that some countries, driven by necessity, will place adults in classrooms in the belief that simply having a qualification in a subject is sufficient to teach it.

Sadly, in 2010 the UK government passed legislation to permit untrained staff to "teach" in English schools designated as "academies" or "free schools".

It seems rather bizarre that as many countries are now requiring those who teach in universities to have a qualification to teach rather than just a qualification in their subject - that schools should be staffed with adults who have received no training.

In some cases this situation is due to economic necessity. In others it is due to a political belief that teaching is nothing more that "knowing mathematics"....and "telling mathematics".

I think both pupils and parents expect far more from a teacher than simply the transmission of knowledge and skills.

If some how the recruitment is based on top quality aptitude tests or observations or interviews, then its justified but if no skills have been identified then it does not seem to be a good decision. It may be too destructive if they are not aware of methodologies and skills and that too in 21st century.

Following!

of course it is important to get professional training

Do all this we were at the beginning. So everyone should have the opportunity, support ... in order to gain experience. We need that to help them !!!

Surely

Dear discussants,

I think I gave already an answer to the focal question. I would like to add something more to my initial answer. I believe that the more teachers are trained about what and how to teach the better. This is mainly applicable to both the high school and the college and university level. The more teachers are trained about what and how to teach, the more they are likely to bring about innovative and creative sudents, not to conformist people. Even so, at least in preprimary and primary school is better to have untrained teachers than no teachers at all.

As I see it, only education can save society and even individuals from possible collapse, be it violent or gradual. Because of this, countries and governments should do their best to have qualilfied teachers at every school.

Best regards.

Orlando

I agree with you Orlando. Thank you for valuable contribution.

Learners are very important and so is the person,whom the nation places responsibility on.It should never be taken lightly and entrust anyone who is not fully equipped nor competent to do the job.

One question I would like to see answered is this ... I have been to school. I have a bachelor's degree in education, a master's in history, and I am halfway through my PhD program in educational leadership. I am about to be published. I hold membership in four different honor societies. My credentials are good. But there is this, when I retired from the military, I went into Christian ministry, specifically, I became a pastor. So, all my teaching experience has been in church. I have taught classes on nearly every topic you can think of, marriage, pre-marriage, financial counseling, death, end-of-life, I have preached to crowds as small as 5 or 6 people up to groups in the hundreds of people. I would love to work in academia, either in the classroom or administration. I believe I would be good at it. But on paper, I have no experience. So, how do I find a way to have someone look hard at me and consider me for hire? Any thoughts here would be appreciated.

John, the easiest way is to teach a few classes as an adjunct. Many of these are available at community colleges. This will give you something on your vita that shows that you have teaching experience.

There are also lots of volunteer experiences to give support to students who are struggling with their writing or in other foundational areas. You do have all the credentials for becoming a mentor for such students, so I strongly encourage you to pursue your interest.

Best regards,

Debra

i agree that we need professional teachers at this level, but what makes someone a professional? i think it is training, content knowledge and adequate pedagogical skills. So if the people recruited to fill in the gap are subjected to the training and content mastery required, in no time they will become experts. And they can begin to serve as role models. In most countries teachers are inadequate especially at the basic level and this is where the need is greatest.!

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To have trained teachers in some countries and contexts is no more sustainable, therefore bachelors from social sciences and even engineering/science were welcome and could have immediately a teaching position, while at the same time they started having a weekend virtual, blended or face-to-face training on education and pedagogy. This was adopted by some governments in order to supply the needed teachers.

Moreover, while working in the schools, some of these new educators wanted to pursue deepening their teaching practice; then, it was offered University courses during 3 years (online, or blended learning) in order to obtain the required credits and becoming Bachelors of Science in Education, at the end they will have two bachelor's degrees and become more competitive and efficient delivering their teaching activities.

Say if you were a beginner at the beginning of your career? AND?

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Yes, teacher training is very essential.

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of corse, teacher training is very essential. and it is tre biggest problem of education

لايوجد فيها شئ لأن خلق الانسان وهو لايعلم القراءة والكتابة وعلمنا الانسان مالم يعلم ...لذلك اعتقد وحسب رأي الشخصي سوف يكتسب مهارات التدريس والاساليب بالممارسه سنه تلوه اخرى

This is an increasingly important issue as states find recruiting trained (I would prefer ‘educated’) teachers more difficult. I’m afraid the UK government has also fallen into this trap by removing the necessity to recruit only trained teachers in many of its state schools. This was despite the vast majority of the population and parents stating clearly that training to be a teacher was essential. The political rhetoric surrounding this usually falls into several categories and it would be interesting to hear if other governments use such hollow arguments. Firstly it is claimed by governments that “teachers are born rather than trained”. Whilst many might support the idea that some peoples’ personalities are more suited to teaching than others this is a deeply flawed reason for supporting the notion of untrained teachers. Whilst we might argue that some people have personality traits which might align to professions such as nursing or architecture I hope we would not claim that these personality traits themselves mean that these roles do not require any technical training! It might be more suitable to say that people with the right natural aptitude for teaching are better candidates to receive training. A second argument offered is that the untrained teachers “knowledge” or more often “qualifications” in their subject are such that they would make excellent teachers. Sadly this draws on the familiar “bucket” model of teaching. This is where the teacher’s head is a bucket full of mathematics and the pupil’s “bucket” is empty. Here “teaching” is simply pouring from the overflowing knowledge bucket of the teacher into the pupil’s empty bucket. To observe this model in action we might invite an “expert” in computer science into our classroom and ask them to “teach” the pupils. Having observed this in action what we find is endless PowerPoint slides, passive and confused pupils and a “teacher” who is entirely unaware that what they are trying to communicate is beyond the capabilities of the pupils, presented in a tedious manner and offers no opportunity for learner engagement. Of course learner engagement is at the core of good teaching. A third justification of the “no training required” teaching model is the rather old notion that technology means that teaching skills are no longer required. In this model the curriculum has been “canned” in the form of web based media usually then offered to schools for a fee. This model relegates the pupil to a passive reader of text and a watcher of video clips. This pupil is then “assessed” by endless multiple choice questions which they listlessly click through. Here the role of the teacher is little more than to “supervise” the pupils. A rather amusing version of this can be found from 1901 here:

http://centeredlibrarian.blogspot.com/2011/09/world-in-2000-as-predicted-in-1910.html

Clearly this is neither learning or teaching. All of the above are offered by the political and commercial establishment as a solution to a problem in the best cases and as a desirable path in the worst. I’m afraid these fallacies and false solutions will continue to have currency until politicians are taught to realise that learning is more than “absorbing factual knowledge”. This model and the target driven “exam factories” they produce are probably one of the gravest threats to real education.

@Adrian Mee, an additional argument for uncertified teachers I have seen used by some politicians in the USA is that comparing standardized test results (which typically consists of factual/procedural knowledge of the subject) of learners in certified teacher classrooms and uncertified teacher classrooms the difference is not significant. Of course, they cherry pick studies to cite, and they do not consider other outcomes to measure and compare such as student interest in the subject, epistemological understandings of the subject, or career awareness.

Teaching is both art and science. It s best done by those who are trained and qualified. Recruiting and employing untrained teachers should be an option of last resort. No doubt, in certain extraordinary circumstances, an untrained person can be useful. However, these circumstances should be viewed as the exception, not the rule.

We live in odd days. A perfect storm of unusual circumstances has made looking at untrained teachers a more attractive option. I am convinced it is not a good option. I believe the future depends on providing every student the very best education we are capable of providing. While an untrained teacher may be an option for a short term solution in extraordinary circumstances, it can never be a permanent solution.

I am convinced that the activities of "successful" people such as Facebook founder Mark Zuckerberg, Bill Gates, Steve Jobs among many others, who have dropped out of school, are a terrible example.

They would have to assume the responsibility of retracing the path of "success" without formal education.

They have been successful and have left the University to start businesses. They are an example that harms the reality of most adolescents who should value academic study.

Most will not achieve a good level by dropping out of school.

One of the options to attract students' interest is to put them to work ("hands on"). Practical work of a good level can be a great incentive for young people. I think there is much to be done and debated but the most responsible are those who spread ideas of "I left the University and see how well I am doing" .

(Yo debería tomar un buen curso de inglés ahora que estoy cerca de jubilarme....smiles goes here).

I had not thought of this before, but while researching a paper I am writing for one of my doctoral classes, I have found a number of research articles (and there are many more I did not look at) that conclude the number one factor in student classroom success is the teacher. So it would follow to produce the best education for the student, we need to use the best teachers possible.

https://dms.licdn.com/playback/C5605AQFKlSKdd1kaHw/8291b1787ba74facab3b9cd72417a65a/feedshare-mp4_3300-captions-thumbnails/1507940147251-drlcss?e=1546174800&v=beta&t=pyaENTwmLJevgUQSmbfeSD3738kypBDfuvb-3FEQP_c

following .. .

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Training for teachers both in education techniques and research, in the field in which is involved in class, are essential. It is notewhorthy that there is a general consensus on that matter but is hard to do in the real world.

Meaningful learning requires teachers who adopt the deep meaning of what they are helping to learn and the ways to get in touch with the world that is outside the classroom.

Nowadays the culture of "zapping" is precluding the in-deep acquisition of knowledge in many strata of students population.

Ability to counteract those tendencies that came as a wave after the new information technologies is rooted in strong teacher education, in the motivation for learning and among many aspects, in the capacity to communicate that sense of exceptionally that fills the brains and souls of those that have been in front of an educator: a real one. Those teachers are characterised by a mixture of scientific knowledge, kindness, inner warm and vocation.

This is not new and everybody knows young not fully trained teachers that carry within a huge vocation, Those untrained or "less educated"teachers must be trained.

I believe that is a more difficult task to consider and encourage the vocation development as one of the basic component in the formation of a teacher

Attention must be focused on a continuous formation for those untrained teachers that at the same time could help in solving the urgent and immediate need for teachers in order to keep the chain of knowledge transmission in the region where delays could be crucial.

It is necessary to develop the formation process simultaneously with the practice in front of the students.

That is a challenge that must be addressed in the real not in a perfect world. And shall be overcomed

Thanks Elio for your observations. It is very true that empathy and personal aspects must be combined with the formal aspects. The budget is fundamental because interpersonal links are not favored in overcrowded classrooms. There is a long list of needs for education to achieve a good level in a particular social group. It would be necessary to make that list and establish a range of priorities.

The reduction of the age of "imputability" due to illegal actions is discussed. I think that politicians should discuss the obligatory nature of access to formal and good education for all ages.

We must have in mind that a society benefits from equity policies. Being able to access a good education can contribute a lot to reduce tensions and social aggressions.

-Education in Finland:

2100 Euros per capita

Source: https://en.wikipedia.org/wiki/Education_in_Finland

-Education in Argentina:

Without information, the same source.

https://en.wikipedia.org/wiki/Education_in_Argentina

There is a lot to be done but there seems to be no budget to facilitate it.

All we were at the beginning of our career. So we need to help younger colleagues!

Ok! Thanks for the idea!!

Budget shortage for educational issues is one aspect of this multiple sided problem.

Is the perception of what to do and how to do so as to set the way to development and sustainability in a country or region.

It is true that resources are the backbone of a system aimed toward good education, responsibly citizenship and ethics. However such a budget planning requires the will to invest in children and young people.

Invest in teacher 's education to further educate is inexcusable.

Budget assignments are the result not only of money abundance but also from a reality bound priorities

Don't you think that we can consider unskilled teachers in schools as an opportunity to change educational system or even whole idea of schooling? Some ideas to perceive unskilled (untrained, ignorant) teacher in positive way below:

(1) Conception of Ignorant Schoolmaster by Jacques Rancière.

(2) Conception and practice of popular education by Paulo Freire (especially

São Tomé and Príncipe case of inicial literacy campaign, where teachers were unskilled both ways: they weren't teachers before and they low skill of reading and writing.

(3) Conception of materialist pedagogy (by Suchodolski and Freire) and thing-centered pedagogy (by i.a. Biesta, Vlieghe) where the relation between subjects are mediated by object (it can be a real problem to solve or piece of art but the object is more important than teacher).

(4) Conception of deschooling society by Ivan Illich - idea which is renewed by George Simens and Stephen Downes, inventors of connectivism.

(5) The last remarks comes from my current research project on adult vocational education. As a student I feel that unskilled teachers but professionalist at their vocational field (i.a. welders, ship builders) are - in my opinion - better teachers than skilled ones. The most important is that they are treating students as equal and capable in the face of professional task.

Dear\ Nasir Ahmad

pls read this article :-

• http://eppi.ioe.ac.uk/cms/Publications/Systematicreviews/Untrainedteachers/tabid/3382/Default.aspx?tabid=273
• https://www.nation.co.ke/news/education/Agency-wants-State-to-hire-untrained-teachers/2643604-4560044-format-xhtml-hwhox4z/index.html

Good luck

School is the base of educational building,when it is strong the whole building will be strong ,therefore untrained teachers should be trained to gain the right skills for good teaching.

These teachers need our help !!

Some unqualified teachers that get hired at international school actually do a great job in their positions. They perform at a high level and are well-liked and appreciated by their colleagues. Because of this positive experience, it is commonplace that these unqualified teachers take the necessary steps to get themselves qualified. They can now accomplish this goal to become qualified by taking classes over the summer at an established university or even by taking the classes online.

International schools choose to hire unqualified teachers when finding a qualified one is proving to be a challenge. On the other hand, there might be a few things about unqualified teachers that people should consider before placing judgment.

Untrained teachers can be good teachers if they are given proper training.

There is a need for this recruitment process as a response to the urgent situation. But the recruitment should be substituted as soon as possible for a vocational based teachers training program that began to include the future teachers from their own students period.

That give more time and help in selected students (future teachers) with an early vocation.

This also will help in their training.

Any way I believe that a good professional is naturally a good teacher if is motivated an guided.

Specific area knowledge and vocation are the axis. Education skills will complete that work ability. But a good training does not substitute the lack of specific formation.

following

I think teaching is an art. Teaching Methods are must for a teacher to express his/her knowledge in a understandable & meaningful way for students.

As governments around the world struggle to recruit teachers two clear trends have emerged. The first is an attempt to substitute technology for ‘the teacher’. The second is, as in this case, to widen the pool of possible recruits for teaching posts by removing the need to have a teaching qualification. The second approach is sometimes ‘hidden’ by schemes where the lack of systematic and rigorous training is replaces by what I would call ‘psudo-training’. Usually this involved a ‘trainee’ doing little more than surviving for a year in the classroom with some occasional ‘mentoring’ and the default award of the status of ‘teacher’ at the end of it. Sadly England has engaged in both simply allowing untrained individuals to teach and has invested heavily in ‘psudo training’. The roots of the problem are largely political in that policy makers frequently have a poorly developed understanding of what ‘teaching’ and ‘being a teacher’ actually means. The primary and most significant assumption upon which such policy is based is what we might call the ‘can -> pump -> test’ model of the process of teaching and learning. In this rather limited notion of teaching, the ‘knowledge’ a pupil is to be taught is ‘canned’ – it is defined by a state curriculum, possibly in ‘approved’ text books and on-line teaching resources. The ‘pump’ phase is where the teacher who is ‘full of knowledge’ pumps the knowledge to the ‘empty heads’ or the pupils, usually by copying what they have seen other teachers do and following pre-prepared ‘lesson plans’. Finally the ‘knowledge’ absorbed by the pupils is tested using standard tests. In this rather poor and mechanical model of education, teaching and learning it might be possible to simply instruct an untrained person how to ‘pump’ adequately. Given the above models I would offer the argument that in such circumstances, what is passing for ‘education’ is little more that wrote learning of arbitrarily defined facts and what is offered as ‘teaching’ is simply an uninformed and uncritical performing of ‘learned procedures’. This is rather like training a robot to perform a surgical procedure – it will work if all of the variables around the situation are kept constant. This is rarely the case in a classroom! In the ‘can -> pump -> test’ policy model the teacher is not doing three of the main tasks a teacher needs to be trained to do in order to genuinely call themselves a teacher: They are not: a) Demonstrating a critical knowledge of the nature of the curriculum, its societal and cultural context and applying this professional knowledge to define and structure what is to be taught to whom in what order. b) Demonstrating a critical understanding of the relationship between the knowledge to be learned and the learner and realising this knowledge in the informed choices made regarding a particular pedagogic approach. c) Demonstrating a capacity to plan and implement a carefully designed system of formative assessment which brings together the teacher’s critical understanding of the purposes under-pinning the curriculum and the many ways in which particular pupils might be able to demonstrate a critical grasp of what they have learned. I would offer that the above serves to illustrate the difference between what we call teacher ‘training’ and teacher ‘education’. To sum up, I would say that whilst governments can use many mechanisms to ‘solve’ the problem of teacher shortages, the use of ‘untrained teachers’ is not, in the medium to long term a viable ‘solution’ in that the person placed in a room with pupils may certainly be ‘untrained’ but they most certainly are not a ‘teacher’.

Wir müsse helfen jüngeren kolegen, erfahrung zu sammeln!

Bringing teachers fully into the hiring process not only helps find the best teacher for the job, but it also helps grow teacher leadership.

In my view pedagogy is an art so, teachers must require training.

Dr Kamath Madhusudhana

It is the teaching skills that counts the most in teaching. So, there should be no compromise on the skill which is the pre-requisite of the profession. Academically sound people can be attracted in many other ways as well.

Yes....

Yes inexperienced teacher must be prompted as inexperienced teacher require job to gain experience

Well-trained teachers should work in schools.

Training on teaching methods and strategies for new school teahing staff is so important and helps enhance learning process and achieve the intended learning outcomes.

I agree with Dr. Sarsak wholeheartedly. In my mind I have this one caveat though. There is no doubt that teaching is complex and difficult. It requires a trained person who can bring the curriculum to the student. It is both an art and a science. I personally believe the moment important interaction in the history of humanity is the teaching moment between a teacher and student. The whole pedagogical universe is contained in that moment. But ...

The world is a big place. Even the United States is a big place. There are places maybe, where there is no trained teacher, yet, teaching must happen. Therefore, there may be places where a teacher who is not trained is teaching. I know this is not ideal, or even best practice. But it could happen. And that is the one caveat that is in my mind. My PhD will be in educational leadership, which means I am for the student most, which means I am for the teacher and the student together. There may be circumstances where an untrained teacher is working, but this something that needs to be fixed as soon as possible. Every student deserves the best education that can possibly be provided.

Professional training is important. A teacher should undertake a course on education either prior to or after recruitment. It can be a certificate course, bachelor course or masters course. Although without any training many teachers are excellent they are 'Born teacher'. They are exceptional.

Alle von uns waren eimahl anfänger. Deshalb ist unsere pflicht unseren jüngeren kolegen zu helfen!?

Schools also welcome newly qualified teachers and continue to develop them within the profession. Prepare teacher training

On the job training

Graduates can apply for a job in a school as an unqualified teacher and then train to gain their Qualified Teacher Status (QTS) whilst working. This can be done within an independent school.

Independent schools are interested in academically strong undergraduates and graduates with a good degree relevant to the subject they will teach and trainees who offer a broad range of interests and can support extra-curricular involvement.

In Canada we call them teacher assistants. They can work during the school year helping students, then they can train (follow courses) during the summer to get their teaching certificate. They probably need some 4-5 years to complete it.

Teachers' training should be mandatory for every teacher.

It is not a big problem. If a teacher is untrained, s/he may be provided on job training.

The teacher shortage has serious consequences. A lack of sufficient, qualified teachers threatens students’ ability to learn