Charles Ungerleider, Professor
Emeritus, The University of British Columbia
[permission to reproduce
granted if authorship is acknowledged]
Students in Quebec – like the rest of Canada - will return for a new school term soon, but a poll by the Fédération québécoise des directions d’établissement d’enseignement (FQDE) reveals that there are still 5,000 vacant full, part time, and specialist teacher positions in Quebec, not including vacancies in Montreal schools.
Quebec Education Minister Bernard Drainville hoped to have at least one adult per class for the upcoming school year, but there is no assurance that those adults will have bachelor's degrees, much less formal teacher preparation. The president of the Quebec Provincial Association of Teachers believes that shortages have occurred because teaching is less appealing than it once was because of increased workloads, lack of support for addressing special needs, and non-competitive remuneration.
The factors enumerated by the president of the Quebec Provincial Association of Teachers may account for teacher shortages, but these may be manifestations of more fundamental changes. Over the course of the last 100 years, teaching has evolved from a vocation to a recognized profession because of changes in both the practice of teaching and the expectations we have for teachers.
In the past, people often referred to teaching as a "calling" that reflected strong intrinsic motivation and a sense of societal duty. Today, teaching is professional work that requires specialized knowledge, rigorous training, standards of practice, and accountability.
At one time, a modest level of formal education qualified someone as a teacher. However, as expectations evolved, attaining a four- or five-year university degree became standard. Today, many educators pursue advanced degrees. This shift was prompted by the establishment of standards to ensure professional competence and consistency in the preparation of teachers.
The complexity of teaching increased significantly. In addition to their responsibilities for instruction, teachers are now counselors, mentors, mediators, and specialists who address diverse student needs. This change correlates with the emergence of specialized teaching fields such as special education or English as a Second Language instruction, each of which demands additional preparation. The emphasis on inclusive education – a positive change - has made teaching more complex. Teachers today are expected to be able to teach a broader spectrum of students than attended school prior to the Second World War.
Few people today refer to teaching as a calling but as a demanding profession. This sentiment has been reinforced by teacher associations and unions that advocate for teachers' rights and emphasize the complex work teachers perform, the ethical and legal frameworks that affect the work that teachers do, and their professional responsibilities toward students, parents, and the broader community.
Ensuring that there is at least one adult per class of students may satisfy the custodial requirements associated with schooling, but it does not fulfill the expectations that students, parents or the broader community hold about the meaning and purpose of education.
Schools will soon welcome the return of students. They, their parents, and the broader community should express gratitude to the professionals who help fulfill the purpose of education.