Editorial: Teacher Shortage and its impact on Teacher Profession -- The complex problem of Teacher Shortage in Germany -- Teacher Shortage in Russia: modern approaches at the federal level -- The Teacher Shortage in Sweden – What to do and how? -- Actor-Specific Constructions of Teacher Shortages and Corresponding Countermeasures -- Lateral entry teacher education in Hong Kong: Opportunities and challenges -- Thinking Laterally; the politics of reframing non-standard teacher education -- Between Global and Local: Strategies for Teacher Employment in Russian Schools -- Alternative Teacher Certification Preparation Programs in Response to the Shortage of Special Education Teachers in Urban and Rural Settings -- “Now the chance is big!” - Career choice motives and the transition into the teaching profession as a lateral entrant in Germany -- Lateral entry in the Federal state of Saxony - academic qualification models -- The qualification concept “introduction to pedagogics” in North-Rhine Westphalia, Germany, and its evaluation among lateral entrants in primary music education: a case study -- Academic qualification of second career teachers in mathematics – challenges, conditions of success and desiderata -- Teacher preparation experiences in a South African university -- BQL TU Dresden: Career change into teacher profession - demographics, motives and self-efficacy -- LETE in times of Covid 19 pandemic: a comparative study about online learning, testing and supporting teacher-students -- Engineering of Teacher Learning in Online Mathematics Methods Course: The Case of Video-based Didactical Chess Technique.

Open Access

This Open Access volume aims to inspire innovative and culturally-responsive transformations in teacher education practices and policies within Europe and beyond in the context of teacher shortage. It amalgamates the collaborative efforts during several years between the Center for Teacher Education and Educational Research (ZLSB) at TU Dresden University of Technology (Saxony, Germany) and eleven international partners. The articles inside explore different viewpoints on teacher shortage and endeavors to systematically navigate the intricacies of the problem in light of contemporary political shifts, institutional paradigms of universities, and the theoretical contemplations of the respective nations. Researchers from Australia, the Czech Republic, Denmark, the United Kingdom, Germany, Ireland, Japan, Poland, Sweden, Switzerland, and the United States venture into new territories by intertwining the discourse about teacher shortage with alternative routes into the teaching vocation. The Editors Prof. Dr. Axel Gehrmann is project manager for the Lateral Entry Teacher Education program at TU Dresden University of Technology (Saxony, Germany). As Director of ZLSB, his research interests focus on career changers and lateral entrants into the teaching profession. Dr. Peggy Germer coordinates the Lateral Entry Teacher Education program at ZLSB. Her research interests are based on her experience with teacher-students and focus on professionalizing in teaching and learning during career transitions.

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