Interrogating the Consequential Teacher Shortage: Teacher Educators' Action Research to Garner Policies and Practices

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Reimagining Teacher Education and the Impacts of the COVID-19 Pandemic (Table 10)

Abstract

The COVID-19 pandemic exacerbated many states’ long-standing and unmet demand for highly qualified teachers and education leaders; the results of which fall disproportionately on children of color, multilingual learners, those living in low-income households, and students attending urban and rural schools. Twenty-six teacher educators from one state’s 13 public universities designed an action research-based collective case study examining the educator preparation pipeline and asked: What research-based, equity-focused strategies can inform efforts to recruit, diversify, retain, and support the state’s educators? Drawing on two theoretical frameworks – teacher educator learning and the tenets of action research, the 14-month study yielded five policy and programmatic findings to build a stronger and more equitable pipeline to address children’s unmet educational needs.

Authors

• Barbara L. Bales, Universities of Wisconsin Administration
  Presenting Author

• Linda Haling, University of Wisconsin - Oshkosh
  Presenting Author

• Marcie R Wycoff-Horn, University of Wisconsin - LaCrosse
  Presenting Author

• Adrienne Loh, University of Wisconsin - LaCrosse
  Presenting Author

• Lana Collet-Klingenberg, University of Wisconsin - Whitewater
  Presenting Author