Chapter 6: Attracting, Training, and Retaining High Quality Teachers: The Effect of Initial Teacher Education in Enhancing Student Teacher Motivation, Achievement, and Retention

A worldwide teacher shortage is forecasted due to teacher resignation and retirement, and declining enrollments in initial teacher education programs (Bradley, Sampson, Ma, & Cunningham, 2006; Johnson & Birkeland, 2002; O’Connor, 1999; Organisation for Economic Cooperation and Development [OECD], 2005; Preston, 2002; Ramsay, 2000; Santiago, 2001; Tabberer, 2003). At the same time, there is increasing acknowledgment of the importance of education to nations, and that quality teaching has a significant impact on students’ cognitive, affective, and behavioral outcomes (Alton-Lee, 2003; Hattie, 2003; Laczko-Kerr & Berliner, 2002; Masters, 2003; OECD, 2005; Rowe, 2003; Wenglinsky, 2002). Further, a positive relationship between years of teaching experience and quality teaching has been identified (Darling-Hammond, 2000). Therefore, attracting suitable new aspirants (student teachers) to, and retaining them within, initial teacher education and the teaching profession is crucial for not only the personal aspirations of individuals but for the sound education of students, and the economic, political, and social health of nations.