Issues and Trends in Science Education: The Shortage of Qualified

Science Teachers
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INTRODUCTION AND BACKGROUND

The article speaks about Issues and trends in science education that cause the shortage of qualified
science teachers: by American Annals of the Deaf, Volume 150, Number 1, Spring 2005, pp. 42-
46(Article) Published by Gallaudet University Press DOI: 10.1353/aad.2005.0019

Science education plays a vital role in equipping students with the necessary knowledge and skills to
navigate a technologically advanced world. However, a persistent issue within science education is the
shortage of qualified science teachers. Science teachers are leaving their profession because they feel
overwhelmed by the expectations and scope of the job and isolated and unsupported in their
classrooms. they also feel that expectations are unclear the statistics on turnover among new teachers
are startling. School administrators, Instructors, science teacher leaders, and teacher education
programs can do much more to promote better preparation of science teachers and recruit new teachers
into science teaching. In particular, the author focuses on relevant research and on recommendations for
educational researchers and policymakers interested in improving and retaining qualified science
teachers in classrooms.

This critique paper aims to examine the implications of this shortage and highlight its potential causes.
Furthermore, it will discuss the impact of this issue on the quality of science education and propose
potential solutions.

SUMMARY

Lack of Qualified Science Teachers:

The shortage of qualified science teachers is a pressing concern that affects educational systems
worldwide. One of the primary reasons behind this shortage is the lack of incentives and competitive
salaries offered to science teachers compared to other professions. The financial disparity discourages
potential science graduates from pursuing teaching careers, leading to a limited pool of qualified
applicants.

Consequences for Science Education:

The scarcity of qualified science teachers has significant consequences for science education. First and
foremost, students are deprived of quality instruction and guidance in science subjects. Inadequate
teacher-student ratios hinder individualized attention and impede effective learning. The shortage also
results in a lack of specialized knowledge and expertise, limiting students' exposure to cutting-edge
research and discoveries.

Impact on Student Engagement:

Qualified science teachers play a crucial role in fostering student engagement and interest in science.
Their enthusiasm and expertise inspire students to explore the subject further and pursue scientific
careers. However, the shortage of qualified science teachers can lead to a lackluster learning experience,
diminishing students' motivation and passion for science.

Addressing the Shortage:

To alleviate the shortage of qualified science teachers, several strategies can be implemented. Firstly,
educational institutions should prioritize attracting and retaining highly qualified candidates by offering
competitive salaries and benefits. Enhancing the prestige and recognition associated with teaching
careers can also entice more science graduates to pursue teaching as a profession. Additionally,
providing robust professional development opportunities and mentorship programs can enhance the
skills and expertise of existing science teachers, improving the overall quality of science education.

Embracing Technology and Collaboration:

Advancements in technology offer promising avenues for addressing the shortage of qualified science
teachers. Virtual laboratories, online resources, and interactive simulations can supplement classroom
instruction and provide students with immersive learning experiences. Collaborative efforts between
educational institutions, scientific organizations, and industry professionals can also bridge the
knowledge gap and enhance science education by offering guest lectures, mentorship programs, and
internships.

EVALUATION

Base on the article Ingersoll (2001), Weiss (1999), and Kim and Loadman (1994) have documented that
the turnover of teachers resulting from two demographic trends—increasing enrollments and increasing
teacher retirements—will lead to problems staffing schools with qualified teachers and, turn, to lower
levels of educational performance. These researchers suggest, however, that the turnover of science
teachers is not solely due to either increase in enrollment or creases in teacher retirement. In actuality,
the overall amount of turnover accounted for by retirement and increasing enrollments is relatively
minor when compared to the amount of turnover resulting from other causes, such as job dissatisfaction
and the pursuit of better jobs or other careers.

As the article stated 2000 NSTA study suggests that the way to improve science teacher retention is to
improve the working environment for science teachers, especially new teachers. Instead of increasing
the supply of teachers, school administrators must decrease the demand for new teachers by decreasing
turnover. Ingersoll (2001) has also shown that reducing job dissatisfaction would contribute to lower
turnover rates and, consequently, improve school performance.
What can be done to improve the existing situation, especially in light of challenges that lie ahead such
as an increased student population, an increased teacher retirement rate, and a shortage of science
teachers? More important, what can science teachers, school administrators, and teacher education
programs do to promote excellence in science education?

In 1990 the article received the Presidential Award for Excellence in Science Teaching for the District of
Columbia, presented by the National Science Foundation. It is stated that through 25 years of science
teaching experience at the elementary, middle school, high school, and university levels. The
recommendations listed in Table 1, which are intended to help meet the crisis in science education, are
based on these professional experiences in science teaching.

There is no significant difference between the shortage of science teachers in deaf education and the
shortage in regular education. It is my impression that the overall figure for teachers teaching science in
deaf education without the appropriate science certification appears to be higher. It is unacceptable for
teachers to be assigned out of the field. Such assignments are a disservice to students and teachers alike.

This article activities listed are only temporary solutions to a very large problem. The long-term solution
is to get more and better students in the profession of science teaching. By working as a team, the
school administration, the science teachers, and the teacher education programs, in particular, can
organize seminars and workshops to study and propose viable solutions to the critical problem of the
shortage of qualified science teachers in middle schools and high schools. It is time that the school
administration, the science teachers, and the teacher education programs do more than just “talk” about
the problems described in the present article and elsewhere. These key players in the science reform
process must not take the attitude that they will just sit back, relax, and see who shows up in the science
teacher education programs in the colleges. Science teacher recruitment needs to involve a variety of
approaches. The process of building collegiate athletic programs provides a good analogy. Recruitment in
athletics begins in elementary school and sometimes much earlier. To be effective, key players in science
reform must use a similar approach. It would be a grave mistake to wait until someone sets foot on the
college campus and only then try to talk that person into becoming a science teacher.

Schools must use caution when hiring teachers who are not fully certified in teaching science, or who are
alternatively certified, because the quality of these teachers may be an issue. School must develop
policies and practices that require these teachers to engage in stringent professional development
activities and in-service training in or der to fully develop their skills as com patent teachers.

Billingsley, B. S. (1993). Teacher retention and attrition in special and general education: A critical review
of the literature. Journal of Special Education, 27(2), 137–74.
Darling-Hammond, L. (1999). Solving the demands of teacher supply, demand, and standards: How we
can ensure a competent, caring, and qualified teacher for every child. New York: National Commission on
Teaching and America’s Future.

Firestone, W. A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational
Evaluation and Policy Analysis,10, 285–99.

Ingersoll, R. (2001). Teacher turnover, teacher shortages, and the organization of schools. Seattle, WA:
the University of Washington, Center for the Study of Teaching and Policy.