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This edited collection explores how federal education systems in the U.S, Canada, and Germany respond to evolving societal demands and systemic critiques. Through a comparative lens, the chapter authors examine three pressing challenges: knowledge mobilization for evidence-based teacher professionalization, teacher shortages in rural and isolated areas, and equitable classroom practices in multilingual contexts.
Drawing on both qualitative and quantitative research, Teacher Workforce Challenges in Federal Education Systems highlights the intersection of policy, practice, and research across decentralized systems and discusses how regional governance shapes responses to teacher workforce issues, and initiatives to improve educational equity. Rather than simply contrasting centralized versus decentralized systems, the comparison of three federal systems allows for a greater understanding of how to develop scalable, context-sensitive solutions for sustaining and diversifying the teacher workforce.
With a multidisciplinary approach and international collaboration, this volume offers valuable insights into the complexities and innovations of federal education systems—providing a nuanced understanding of how structural similarities can yield diverse educational outcomes.
Annika Wilmers is Professor for societal responsibility at Frankfurt University of Applied Sciences and researcher at DIPF | Leibniz Institute for Research and Information in Education.
Alexander W. Wiseman is Professor of Educational Leadership & Policy and Associate Dean for Research, Outreach, and Engagement in the College of Education at Texas Tech University, USA.
Martin Schastak is a research associate in the department “Child Development in Education” of the DIPF I Leibniz Institute for Research and Information in Education and member of the IDeA Center for Individual Development and Adaptive Education.
Chapter 1. Introduction: Understanding Teacher Workforce Challenges in Federal Education Systems; Annika Wilmers, Alexander W. Wiseman, and Martin Schastak
Section 1. Knowledge Mobilization for Educational Policy and Practice
Chapter 2. Policy-to-Research-and-Practice Pathways: Examining Transfer Mechanisms between Strategy Development, Agenda Setting and Brokerage Activities; Alexander W. Wiseman, Annika Wilmers, and Lisa Damaschke-Deitrick
Chapter 3. The Role of Collaboration in Enhancing Research Utilization; Hannah Kleen, Désirée Theis, and Jeannette Garcia Coppersmith
Section 2. Teacher Shortages in Rural Areas
Chapter 4. Causes of Teacher Shortages in Federal Education Systems: A Comparative Study of the United States and Germany; Teresa Lansford, Jessica Gottlieb, Andrew Roland, Șeyma Gülen, Sebastian Franz, and Sebastian Franz
Chapter 5. Innovative Solutions for Teacher Preparation and Recruitment; Lane J. Sobehrad, Jessica Gottlieb, Șeyma Gülen, Sebastian Franz, Teresa Lansford, and Jacob Kirksey
Chapter 6. Schools, Communities, and Working Conditions; Laurin Bremerich, Markus Sauerwein, Jessica Gottlieb, and Lane J. Sobehrad
Section 3. Multilingual Classroom Practices
Chapter 7. Multilingual Picture Books as Educational Resources from a Pedagogical Translanguaging Perspective: Perspectives, State of Research and Desiderata from the United States of America and German-Speaking Contexts; Martin Schastak and Rosa Del Carmen Chávez
Chapter 8. Rethinking Grammar Teaching through Plurilingualism: An Overview of Current Research in Canada and Germany; Joël Thibeault and Jacopo Torregrossa
Chapter 9. Teachers’ Beliefs about Multilingualism as a Key Dimension of Professional Competence in Multilingual Classrooms: A Comparative Review of Research from Germany and the United States of America; Sabrina Geyer and Cristian Aquino-Sterling
Chapter 10. Heteroglossia in Classroom Interaction: A Cross-Country Canadian-German Perspective on Centrifugal and Centripetal Forces in Multilingual Mathematics Education; Taha Ertuğrul Kuzu and Richard Barwell