Running head: GLOBAL ISSUES REPORT 1

Global Issues Report:

Generalist EC-6

Julianna Moreno

The University of Texas at El Paso

RWS 1301

Dr. Vierra

November 12, 2019

GLOBAL ISSUES REPORT 2

Abstract

This paper is to discuss a common global issue that falls under the education field. First-year

teachers don’t feel potentially prepared in a classroom setting because they feel like they aren’t

informed of other aspects, such as issues in an urban school. This research is based off how

programs can be improved so first-year teachers can feel more prepared for their long-term

career.
GLOBAL ISSUES REPORT 3

Global Issues Report:

Generalist EC-6

A global issue that is common in the Netherlands is that programs that involve field

experience have to be improved so students can practice teaching and be informed of urban

issues in a classroom setting.

Discussion

An issue that has been occurred often in education is that there is a shortage of good,

qualified teachers in an urban area; Netherlands. According to Gaikhorst, Beishuizen,

Roosenboom, And Volman (2017), the dropout rate for teachers is very high, especially in the

Netherlands because they feel like they are not prepared, or they feel like it is difficult to

understand the problems of diverse schools (p. 48). Also, the authors mention that the programs

that are provided to help teachers practice, lack to inform them about the challenges that they

may encounter in urban schools (p. 48). In conclusion, it is important to have programs that do

provide information about urban schools and what it is like to be an urban teacher so first year

teachers won’t feel unprepared in any aspect.

Being a first-year teacher can be quite difficult. Being a first-year teacher can be quite

difficult, depending in the setting you are put in. According to Chapman (1995), it is great to be

in a workplace setting where the colleagues are very supportive and understanding (p. 37). Also,

it is amazing knowing that teachers can learn a lot from each other. Teachers can learn different

methods of teaching, strategies to approaching a behavioral problem, or even learning how to

communicate with the students’ parents (p. 39). This is important because teachers should be

learning from each other at the workplace. Combining each other’s ideas can help, not only the

student, but the whole school excel.

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Teachers face multiple challenges. The top eight challenges that teachers still face till this

day are, salary, funding, the number of students per class, parent involvement, students being

healthy, technology, cyberbullying and the NCLB Act (No Child Left Behind Act). According to

Flannery (2010), it’s stressful to work with a huge amount of kids in a small class and to also

make sure that all students are healthy (para. 9). Also, it’s very important for all parents or

guardians of the child to be involved but of course, teachers can’t enforce it (para. 7). Flannery

(2010) also mentions that it’s difficult to include curriculum in all type of technology; teachers

have to make sure that they’re following TEKS but also must grasp the students’ attention for

them to actually gain the knowledge (para. 4). With all this technology, cyberbullying tags along,

and as a teacher, we have to be prepared and informed to take action if necessary (para. 5). As

seen in Figure 2, you can identify how a teacher struggles to maintain every challenge balanced.

In conclusion, teachers have a lot of weight to carry to make sure their class runs smoothly. It’s

important to be aware and concerned of these challenges since it does take a toll on teachers of

today.

First-year teacher’s perspectives change. It has become common today that the

perspective of first year teachers change throughout the year. According to Hughes and

McCartney (2019), when the teachers started the year, they were full of hope and energy but,

when spring came around, their reality shifted (p. 103). Also, teachers feel pressured because

they want to make the classroom fun, but they must also follow curriculum and not fall behind

(p. 104). This is important because first year teachers go in with this idea of being the “best

teacher ever” and having everything perfect, but they have to realize that their high expectations

will consist of highs and lows.

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Teacher education provides opportunities for teachers to practice teaching. Teacher

education provides many opportunities for teachers to practice teaching in school settings.

According to Ducharme (2002), it is good for teachers who are beginners to experience what it is

like to be in a classroom setting (para. 22). Not only will it boost the confidence of the teacher,

but it will include an idea of what it is like to be in a classroom setting (para. 23). It is important

for incoming teachers to go to field experience so when it is finally their turn to teach in a

classroom setting, it won’t be anything new or unfamiliar. Also, it is great to get a head start of

what you’d be working with, so you won’t be unfamiliar with the setting.

Teachers must participate in programs that require field experience. It is beneficial to be

part of field experience as a student prepares to become a teacher. According to Webster,

Michael, Russ, and Egan (2019), being in a classroom setting is such an important element for

teacher preparation (p. 729). Reason being is that you can comprehend the teachers’

responsibilities, learn the approaches and methods the teacher uses, and be able to understand

how each individual student learns (p. 730). This is very important because a student that is

preparing to be a teacher does not want to go into this field with a blind eye. The student should

be aware and prepared, and having the opportunity to attend field experience will be a very

helpful tool.

Teachers should be informed of the issues in special education. Teachers need to be

informed of the issues in special education. According to Busalacchi (1951), being informed of

special education needs is crucial when it comes to teaching any grade level (p. 16). The lack of

knowledge the teachers have of these issues may result in the student not learning appropriately

to his/her needs (p. 16). It is important for teachers to be informed because you want every

student in your classroom to excel. Teachers must be informed so they will be able to
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accommodate to the needs the student may have. Being able to make changes to your teaching

strategies will help the student in every way possible making it a lot easier to learn curriculum.

Teachers should have set general teaching methods. Teachers general teaching methods

should all be consistent and easy in a classroom setting. According to Parker (1922), wasting

time in trying to perfect teaching methods, or even changing it constantly, can result of failure in

the classroom (p. 6). Also, the teachers’ strategies should have a connection with the student, so

the student will be able to understand it a little bit more without struggling (p. 6). Overall,

teachers should stick to methods that will be easy and quite simple for not just the student to

understand, but also for the teacher to continue doing on a daily basis.

Teachers should be able to accommodate to student’s style of learning. A students’

success in the classroom relies on how effective a teacher is with instruction. According to

Sedlak (2013), an effective teacher consists of optimizing academic learning time, rewarding

achievement in appropriate ways, using interactive teaching methods and being adaptable (para.

8). Also, being an effective teacher means that you are confident in your skills and knowledge

(para. 9). This is important because a teacher should be able to analyze and make rearrangements

to instruction based off the feedback of a student. To be an effective teacher, you must be able to

make decisions that benefit the students in the long run.

Teachers need to be recognized more for their time and effort. The careers of teachers

need to be recognized more for all their time and effort put into their work. According to

Andrews (2011), recognition towards teachers sets up standards to other teachers in the school

(p. 63). Positive recognition will not only be significant to the teacher being awarded, but it will

also motivate other teachers to improve student-learning outcomes (p. 65). This is important

because as a school, you want to be able to excel and it all begins with the teachers. Recognition
GLOBAL ISSUES REPORT 7

towards the teachers will be positive motivation towards the whole campus and will set

standards.

Conclusion

In conclusion, in order for the shortage of good, qualified teachers to decrease is for

teacher programs to provide information of urban issues in a classroom setting. Not only do

teachers struggle to maintain a well-balanced class but they also face challenges that they may

not have any control of. Reason being for first beginner teachers to be informed is, so they won’t

enter the education world with a blind eye. UTEP can provide programs that involve teachers to

go to an urban area to practice their teaching. Providing programs with such information will be

beneficial in the long run because it’ll make the first-year teaching process more smoothly.
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References

Andrews, H. A. (2011). Supporting quality teachers with recognition. Australian Journal of

Teacher Education, 36(12), 59-70. Retrieved from http://0-

search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=eric&AN=EJ954843&site=eds

-live&scope=site

Bell, J. (1995). Teachers talk about teaching: New to teaching. R. Chapman (Eds.), Coping with

change in turbulent times Open University Press. (pp. 33-39)

Busalacchi, Anthony J., "A guide to teaching navigation" (1951). ETD Collection for University

of Texas, El Paso. AAIEP00081.

https://digitalcommons.utep.edu/dissertations/AAIEP00081

DUCHARME, E. R., DUCHARME, M. K., & DUNKIN, M. J. (2002). Teacher education. In J.

W. Guthrie (Ed.), Encyclopedia of education (2nd ed. ed., pp. 2438-2448). New York,

NY: Macmillan Reference USA. Retrieved

from https://link.gale.com/apps/doc/CX3403200609/GVRL?u=txshracd2603&sid=GVRL&xid

=21442e60

Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of

beginning teachers in urban primary schools. European Journal of Teacher

Education, 40(1), 46-61. doi:10.1080/02619768.2016.1251900

Flannery, M. E. (2010). Top eight challenges teachers face this school year. Retrieved

from http://neatoday.org/2010/09/13/top-eight-challenges-teachers-face-this-school-year-2/

Hughes, M., & McCartney, H. (2019). Investigating the experiences of first year early childhood

and elementary teachers: A pilot study. Teacher Educators' Journal, 12, 93-128.

Retrieved
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from http://0search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=eric&AN=EJ

1209433&site=eds-live&scope=site

Parker, S. C. (1922). General methods of teaching in elementary schools, including the

kindergarten (Rev. ed. ed.) PLACE: Ginn and Company.

Sedlak, R. (2013). Teacher effectiveness. In E. Fletcher-Janzen, C. R. Reynolds & K. J. Vannest

(Eds.), Encyclopedia of special education: A reference for the education of children,

adolescents, and adults with disabilities and other exceptional individuals (). Hoboken,

NJ, USA: Wiley. Retrieved from http://0-

search.credoreference.com.lib.utep.edu/content/entry/wileyse/teacher_effectiveness/0

Webster, C. A., Dan Michael, R., Russ, L. B., & Egan, C. A. (2019). Learning to integrate

movement in elementary classrooms: Field experiences of preservice classroom

teachers. Physical Educator, 76(3), 726. doi:10.18666/TPE-2019-V76-I3-8753

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Figures

Figure 1. Teachers that practice their teaching in field experience have a large effect of being
more prepared and informed.

Figure 2. This picture depicts how teachers juggle multiple challenges when it comes to
teaching.
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Figure 3. This picture depicts how a teachers’ attitude/perspective transitions throughout the year.
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Tables

Table 1. This table depicts how low SES (Socioeconomic Status) and culturally diverse

backgrounds can be a huge challenge a teacher may face.

Running head: GLOBAL ISSUES REPORT 13