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Brazilian Teaching Paper
- 1. Improving the Brazilianteaching force through Public-Private Partnerships: An exploration in quality Stephanie M. Hall
- 2. OverviewOVERVIEW 1. Background &Importance 2. Study Design 3. Findings 4. Implications & Conclusion Improving Brazilian teachers through PPPs:
- 3. The Problem: UnqualifiedTeachers • 47% lack credentials, nationally • up to 80% in rural areas 2014 National Education Plan: ensure all teachers are “licensed and highly qualified” (MEC, 2011) Under-qualified P-12 teachers in Brazil:
- 4. The Solution: ProUNI Howit works: 1. private IHEs (non- and for-profit) 2. tax breaks for subsidized admission 3. target population: low-income students and/or teachers seeking licensure 2005: Brazilian University for All Program (ProUNI)
- 5. ProUNI: 2005-2014 458,807 lackpostsecondary training 12,225 ProUNI scholarships used by teachers (MEC, 2015)
- 6. The issue: ProUNI isa Public-Private Partnership (PPP) Under this PPP, a highly unregulated market of for-profit IHEs has emerged (McCowan, 2007). Year # of private IHEs 1996 711 1999 1,097 2008 2,252
- 7. Research Question: How doso-called unqualified teachers enrolled in a teacher licensure program in a Brazilian for- profit IHE perceive the quality of the training they receive?
- 8. Why is thisimportant? • High performing systems prioritize teacher quality. • Common problem in LDCs. (Darling-Hammond & Rothman, 2015; EI, 2012; OECD, 2014)
- 9. Why is thisimportant? Attempts at addressing educational access and efficiency through 'market solutions' is a growing trend (Ball, 2012). The IHE market, which has grown because of ProUNI should provide a quality experience that makes this upgrading of teacher worth it.
- 10. Theoretical Perspectives In educationpolicy research, there exists a tension between social justice and efficiency (Ball, 1997). Cost and quality tend to be cut in PPPs for education (Epstein, 2013).
- 11. Sampling & DataCollection Study design: small, qualitative, exploratory open-ended interviews, Skype (Bogdan & Biklen, 2007; Sullivan, 2013) Criteria for participation: public P-12 teacher posess no post-secondary degree enrolled in teacher training at a for-profit IHE
- 12. Participants Participant Age Years teaching Years in coursework Course format 124 5 4 Hybrid 2 26 8 3 Hybrid 3 27 7 1 Hybrid 4 30 9 1 Distance 5 32 12 3 In-person 6 41 20 1 Distance
- 13. Findings: Disposition toPersistence “When I failed to get the scholarship after the first two attempts, I cried a lot. I felt desperate, because really, it was a dream and desire, and now that I am finishing the degree, for me, it is like a dream come true.”
- 14. Findings: Disposition toPersistence “I didn’t want to be the teacher everyone knew was not ‘highly qualified’.” These teachers are not unqualified on purpose. They believe they value higher education more because they were unable to reach it before.
- 15. Findings: No retentionefforts “I don’t know who the other ProUNI students are.” “I have known a few ProUNI students who have quit because they found a better job.”
- 16. Findings: Positive Impacton Teaching “When I started my job, everything was a little vague, especially about teaching reading... Only when I started college, did I feel I understood my students’ learning. For my project, I am focusing on phonological awareness, which is something that helps me help my kids.”
- 17. Findings: Positive Impacton Teaching “I have taken ideas from a class on Saturday and tried them the very next week.” “If I have something I am learning, especially something difficult, I usually also talk about it with the coordinator at my school.”
- 18. Findings: Neutral Perceptionof Quality Under-qualified teachers of record who undergo teacher licensure while working full- time have neutral perceptions of the quality of their programs.
- 19. Findings: Neutral Perceptionof Quality “My program, it is a typical program, right?” “I am sure it has a common foundation.” “I cannot recall anything I hoped to learn that I have not.”
- 20. Implications Has the programactually revealed the value of the residency model? Teacher education practices in high performing systems: longer internship experiences medical residency model reduced contact time in first years on the job (Darling-Hammond & Rothman, 2015)
- 21. Implications Global education gapswill not close for another 100 years if we continue with the same policies and approaches. Innovation is needed to quicken the pace; such can be tested or found in LDCs. (Winthrop & McGivney, 2015)
- 22. Conclusion: Efficiency or Barriersto licensure are barriers to providing a high quality teacher to all children. Future research: Is the qualifying exam the barrier? Why are take-up rates so low?
- 23. References: Ball, S. J.(1997). Policy sociology and critical social research: A Personal review of recenteducation policy and policy research. British Educational Research Journal, 23(3), 257-275. Ball, S.J. (2012) Global Education Inc.: New Policy Networks and the Neoliberal Imaginary. London: Routledge. Bogdan, R., & Biklen, S. K. (2007) Qualitative research for education: An introduction to theories and methods (5th ed.). Boston, Mass.: Pear A & B. Darling-Hammond, L. and Rothman, R. (2015) Teaching In A Flat World: Learning from High-Performing Systems. NY: Teachers College Press Education International (EI). (2012). Trained teachers for all: Closing the trained teacher gap. Global Campaign for Education: Washington, DC. Epstein, W.N. (2013) Contract theory and the failures of public-private contracting. Cardozo Law Review 34(6), 1-46. McCowan, T. (2007). Expansion without equity: An analysis of current policy on access to higher education in Brazil. Higher Education, 53: 579-598. MEC: Ministry of Education (2011; 2015) ProUni. ProUni Portal. http://prouniportal.mec.gov.br/index.php OECD (2014). Lessons from TALIS. Paris. Redden, E. (2015, June 16). US For-Profits in Brazil. Inside Higher Ed. Sullivan, J.R. (2013) Skype: An appropriate method of data collection for qualitative interviews? The Hilltop Review, 6(1), 54-60. Winthrop, R. and E. McGivney. 2015. Why wait 100 years? Bridging the gap in global education. Brookings Institution.
- 24. OverviewCONTACT Stephanie M. Hall Universityof Maryland International Education Policy halls@umd.edu
Editor's Notes
- #8 BUT what matters most is... how do the teachers we are trying to upgrade perceive the quality of the programs they attend I sought specifically their versions of quality- how did they judge the coursework and the professors? how did they know if they were having their needs met? thus, the participants’ view of quality is more important in this study than the other “accepted” measures of quality (which are determined in policy making groups that often do not involve the target population) Have notes on hand about SINAES created under 2003 law.
- #9 successful programs look a lot like successful teacher ed programs, in general– same components, etc… Successful upgrading programs are: distance + face-to-face incorporate mentorships nationally led or nationally sponsored EI has found success in providing teacher upgrading through a combination of distance learning and face-to-face instruction, they point to the need for engaged mentors for the underqualified teachers, and this resource is hard to come by in LDCs. Across the developing world, studies of efforts to upgrade teacher qualifications have found that in-service training with strong mentorship, some distance and independent learning, plus face-to-face contact in centers convenient to the teachers' schools are most effective (Kruijer, 2010; VSO, 2011). One program used specifically for under-qualified teachers in The Gambia has been so successful that efforts to shift the traditional teacher training program to a similar model are underway (VSO, 2011). The strongest teacher upgrading programs in LDCs are nationally-led or sponsored efforts. …..and Brazil is not leading or sponsoring- the program exists for individuals to take up which could explain low take-up rates Take up is key for achieveing the SDGs
- #10 ProUNI has been studied as a college access initiative, in general, but how is it fairing for teacher education? successful programs look a lot like successful teacher ed programs, in general– same components, etc… Successful upgrading programs are: distance + face-to-face incorporate mentorships nationally led or nationally sponsored EI has found success in providing teacher upgrading through a combination of distance learning and face-to-face instruction, they point to the need for engaged mentors for the underqualified teachers, and this resource is hard to come by in LDCs. Across the developing world, studies of efforts to upgrade teacher qualifications have found that in-service training with strong mentorship, some distance and independent learning, plus face-to-face contact in centers convenient to the teachers' schools are most effective (Kruijer, 2010; VSO, 2011). One program used specifically for under-qualified teachers in The Gambia has been so successful that efforts to shift the traditional teacher training program to a similar model are underway (VSO, 2011). The strongest teacher upgrading programs in LDCs are nationally-led or sponsored efforts. …..and Brazil is not leading or sponsoring- the program exists for individuals to take up which could explain low take-up rates
- #11 ProUNI has been studied as a college access initiative, in general, but how is it fairing for teacher education? successful programs look a lot like successful teacher ed programs, in general– same components, etc… Successful upgrading programs are: distance + face-to-face incorporate mentorships nationally led or nationally sponsored EI has found success in providing teacher upgrading through a combination of distance learning and face-to-face instruction, they point to the need for engaged mentors for the underqualified teachers, and this resource is hard to come by in LDCs. Across the developing world, studies of efforts to upgrade teacher qualifications have found that in-service training with strong mentorship, some distance and independent learning, plus face-to-face contact in centers convenient to the teachers' schools are most effective (Kruijer, 2010; VSO, 2011). One program used specifically for under-qualified teachers in The Gambia has been so successful that efforts to shift the traditional teacher training program to a similar model are underway (VSO, 2011). The strongest teacher upgrading programs in LDCs are nationally-led or sponsored efforts. …..and Brazil is not leading or sponsoring- the program exists for individuals to take up which could explain low take-up rates
- #12 this is not the order of the interviews snowball sampling stopped bc it was a pilot study, but I was also hearing recurring themes ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #13 this is not the order of the interviews snowball sampling stopped bc it was a pilot study, but I was also hearing recurring themes ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #14 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #15 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #16 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #17 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #18 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #19 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #20 ….. coincidentally, being “certified” means a range of things depending on the locale-- from completion of primary school plus a month long course up to three years of college coursework. Further, there has been a global trend toward recruiting low-skill, untrained teachers, for lack of better options, and this has led to the increased deprofessionalization of teaching (cite). LDC rate of 50% means Brazil is on par with them, despite many other indicators of higher levels of socio economic development. That means other countries are grappling with the same problem. ---well, aid agencies are- next slide has examples of what EI and UNESCO etc have tried in LDCs Not uncommon, so what Brazil does could have implications for the ways other LDCs address the problem.
- #21 Define and explain underqualified and unqualified
- #22 Define and explain underqualified and unqualified
- #23 successful programs look a lot like successful teacher ed programs, in general– same components, etc… EI has found success in providing teacher upgrading through a combination of distance learning and face-to-face instruction, they point to the need for engaged mentors for the underqualified teachers, and this resource is hard to come by in LDCs. Across the developing world, studies of efforts to upgrade teacher qualifications have found that in-service training with strong mentorship, some distance and independent learning, plus face-to-face contact in centers convenient to the teachers' schools are most effective (Kruijer, 2010; VSO, 2011). One program used specifically for under-qualified teachers in The Gambia has been so successful that efforts to shift the traditional teacher training program to a similar model are underway (VSO, 2011). The strongest teacher upgrading programs in LDCs are nationally-led or sponsored efforts. …..and Brazil is not leading or sponsoring- the program exists for individuals to take up which could explain low take-up rates
- #24 PPP citation – Patrinos et al. 2009 ….and the quality implications of this.