Teachers for Slovakia: Tensions in the Profession

[1] Act No. 131/2002 Coll. O vysokých školách a o zmene a doplnení niektorých zákonov v znení neskorších predpisov [On higher education institutions and amending and supplementing certain acts as amended ]. Slov-Lex, právny a informačný portál. https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2002/131/20190901

[2] Act No. 138/2019 Coll. O pedagogických zamestnancoch a odborných zamestnanoch a o zmene a doplnení niektorých zákonov [On education and professional staff and amending and supplementing certain acts as amended]. Slov-Lex, právny a informačný portál. https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2019/138/20190901

[3] Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267 https://doi.org/10.3102/0013189X07306523. | DOI 10.3102/0013189X07306523

[4] Blumenreich, M., & Gupta, A. (2015). The globalization of Teach for America: An analysis of the institutional discourses of Teach for America and Teach for India within local contexts. Teaching and Teacher Education, 48, 87–96. https://doi.org/10.1016/j.tate.2015.01.017 | DOI 10.1016/j.tate.2015.01.017

[5] Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa | DOI 10.1191/1478088706qp063oa

[6] Burkert, M. (2019, February 17). Teach for Slovakia, alebo ako ešte viac ponížiť slovenské školstvo [Teach for Slovakia, or how to further degrade Slovak education]. SME blog. https://burkert.blog.sme.sk/c/502475/teach-for-slovakia-alebo-ako-este-viac-ponizit-slovenske-skolstvo.html

[7] Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.

[8] Creswell, W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). SAGE.

[9] Commission of the European Communities (2007). Improving the quality of teacher education. Commission of the European Communities.

[10] Darling-Hammond, L., Chung, R., & Frelow, R. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286–301. https://doi.org/10.1177/0022487102053004002 | DOI 10.1177/0022487102053004002

[11] Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1–48. https://doi.org/10.14507/epaa.v13n42.2005 | DOI 10.14507/epaa.v13n42.2005

[12] European Commission (2010). Teachers' professional development – Europe in international comparison. European Commission.

[13] European Commission (2012a). Assessment of key competences in initial education and training: Policy guidance. European Commission.

[14] European Commission (2012b). Rethinking education: Investing in skills for better socio-economic outcomes. European Commission.

[15] European Commission (2012c). Supporting the teaching professions for better learning outcomes. European Commission.

[16] European Commission (2018). European ideas for better learning: the governance of school education systems. European Commission.

[17] García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. Economic Policy Institute. https://www.epi.org/files/pdf/163651.pdf

[18] Herich, J. (2019). Prognózy výkonov regionálneho školstva do roku 2025 [Prognosis of performance of regional education up to 2025]. Centrum vedecko-technických informácií SR.

[19] Ingersoll, R. (2001a). A different approach to solving the teacher shortage problem. CPRE policy briefs. https://repository.upenn.edu/cpre_policybriefs/21

[20] Ingersoll, R. (2001b). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499 | DOI 10.3102/00028312038003499

[21] Kascak, O., Pupala, B., & Petrova, Z. (2011). Humanism and autonomy in the neoliberal reform of teacher training. Education, Knowledge and Economy, 5(1–2), 71–88. https://doi.org/10.1080/17496896.2011.574508 | DOI 10.1080/17496896.2011.574508

[22] Kiska, A. (2017, February 13). Teach for Slovakia očami Andreja Kisku [Teach for Slovakia through the eyes of Andrej Kiska] [Video]. YouTube. https://www.youtube.com/watch?v=dltSH_ENf5s&feature=youtu.be

[23] Kurtz, M. D. (2018). Value-added and student growth percentile models: What drives differences in estimated classroom effects? Statistics and Public Policy, 5(1), 1–8. https://doi.org/10.1080/2330443X.2018.1438938 | DOI 10.1080/2330443X.2018.1438938

[24] Maier, A. (2012). Credentialism and Teach for America. Journal of Teacher Education, 63(1), 10–22. https://doi.org/10.1177/0022487111422071 | DOI 10.1177/0022487111422071

[25] Matkovská, Z. (2015, July 17). Zakladateľ projektu Teach for Slovakia: Sme úplne odtrhnutí od reality [Teach for Slovakia founder: We're completely cut off from reality]. SME Domov. https://domov.sme.sk/c/7919418/zakladatel-projektu-teach-for-slovakia-sme-uplneodtrhnuti-od-reality.html

[26] Macdonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15(8), 835–848. https://doi.org/10.1016/S0742-051X(99)00031-1 | DOI 10.1016/S0742-051X(99)00031-1

[27] Ministry of Finance. (2018). Revízia výdavkov zamestnanosti a odmeňovania vo verejnej správe [Revised expenditure on employment and pay in public administration]. (2018). Bratislava: Ministry of Finance of the Slovak Republic, Útvar hodnoty za peniaze. https://www.finance.gov.sk/files/archiv/5/priebezna_sprava_zamestnanost_odmenovanie.pdf

[28] Ministry of Education, Science, Research and Sport, Institute of Education Policy. (2019). Analýza údajov zo Správy SKU o spoločenskom a ekonomickom postavení pedagógov v regionálnom školstve [Analysis of data from the SCT report on the social and economic status of teachers in regional schools]. https://www.minedu.sk/data/att/15257.pdf

[29] NÚCEM (2009). Správa o priebehu a výsledkoch certifikačného testovania žiakov 9. ročníka základných škôl v školskom roku 2008/2009 [Report on the organization and results of the certified testing of Year 9 primary students in the 2008/2009 school year]. Národný ústav certifikovaných meraní.

[30] NÚCEM (2019). Výsledky medzinárodného výskumu o vyučovaní a vzdelávaní OECD TALIS 2018 [OECD TALIS Results of international testing on teaching and education]. Národný ústav certifikovaných meraní vzdelávania.

[31] OECD. (2019a). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing.

[32] OECD. (2019b). Education at a glance 2019: OECD indicators. OECD Publishing.

[33] Perignáthová, M. (2019). Atraktivita učiteľského povolania. Inštitút vzdelávacej politiky. https://www.minedu.sk/data/att/15376.pdf

[34] Profesia.sk. (2019, August 27). Situácia je vážna: Dopyt po nových ľuďoch v školstve sa tento rok opäť zvýšil, záujem uchádzačov však neustále klesá [The situation is serious: Demand for new school staff has again risen this year, but applicant numbers continue to fall] [Press release]. https://firma.profesia.sk/situacia-je-vazna-dopyt-po-novych-ludoch-v-skolstve-sa-tento-rok-opat-zvysil-zaujemuchadzacov-vsak-neustale-klesa/

[35] Rehúš, M., & Toman, J. (2015). Možnosti zvyšovania platov učiteľov [Potential for raising teacher salaries]. Inštitút vzdelávacej politiky. https://www.minedu.sk/data/att/9207.pdf

[36] Rozkovcová, A., & Urbánek, P. (2017). Fluktuace učitelů: vybrané zahraniční teorie a výzkumné přístupy [Teacher turnover: selected theories and research approaches from abroad]. Studia paedagogica, 22(3), 25–40. https://doi.org/10.5817/SP2017-3-3 | DOI 10.5817/SP2017-3-3

[37] Sibieta, L. (2018). The teacher labour market in England: shortages, subject expertise and incentives. Education Policy Institute. https://epi.org.uk/wp-content/uploads/2018/08/EPI-TeacherLabour-Market_2018.pdf

[38] State School Inspectorate. (2017). Správa o stave a úrovni výchovy a vzdelávania v školách a školských zariadeniach v Slovenskej republike v školskom roku 2016/2017 [Report on the state and level of teaching and education in schools and education facilities in the Slovak Republic in the 2016/2017 school year]. http://www.ssiba.sk/admin/fckeditor/editor/userfiles/file/Dokumenty/velka_sprava/sprava_16_17_2.pdf

[39] State School Inspectorate. (2018). Správa o stave a úrovni výchovy a vzdelávania v školách a školských zariadeniach v Slovenskej republike v školskom roku 2017/2018 [Report on the state and level of teaching and education in schools and education facilities in the Slovak Republic in the 2017/2018 school year]. http://www.ssiba.sk/admin/fckeditor/editor/userfiles/file/Dokumenty/velka_sprava/sprava_17_18_1.pdf

[40] Teach for Slovakia. (n.d.). Vízia a hodnoty Teach for Slovakia. https://teachforslovakia.sk/o-nas/vizia-a-hodnoty-teach-for-slovakia/

[41] Teach for Slovakia. (2019). Takýto Basecamp tu ešte nebol. Ako vyzerá príprava tých, ktorí sa rozhodli zlepšovať seba a náš vzdelávací systém? https://teachforslovakia.sk/2019/08/22/takytobasecamp-tu-este-nebol-ako-vyzera-priprava-tych-ktori-sa-rozhodli-zlepsovat-seba-a-nasvzdelavaci-system/

[42] UNESCO Institute for Statistics. (2016). The World needs almost 69 million new teachers to reach the 2030 Education goals. UNESCO Institute for Statistics. https://unesdoc.unesco.org/ark:/48223/pf0000246124