ERIC Number: ED460100
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Teacher Certification Reconsidered: Stumbling for Quality.
This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification. It reveals shortcomings found in the research upon which teacher certification advocates rest their claims, suggesting that the teacher certification process is inefficient and ineffective in ensuring a competent teaching force. It describes Maryland's teacher certification practice, offering recommendations (e.g., Maryland should eliminate the coursework requirements for certification in favor of simpler, more flexible rules for entry; Maryland should devolve its responsibility for teacher qualifications and selections to its 24 public school districts; and school districts and principals should rely on more productive methods for helping teachers gain the instructional skills and knowledge they need to be effective). Five sections examine: "Searching for Teacher Quality"; "Certification and Student Achievement"; "Dissecting the Research behind Certification"; "Maryland's Regulatory Drift"; and Maryland's Regulatory Hurdles." It concludes that teacher certification is incapable of providing insight into a person's ability, intellectual curiosity, creativity, affinity for children, or instructional skills. The paper suggests while as deficiencies in the research on teacher quality remain ignored, misrepresented, or debated, disadvantaged students are clear losers. Maryland's case for certification and Samples of National Research on Teacher Certification and Effective Teaching are appended. (Contains 204 references.) (SM)
Descriptors: Academic Achievement, Educational Policy, Educational Research, Elementary Secondary Education, Higher Education, Preservice Teacher Education, State Legislation, State Standards, Teacher Certification, Teacher Competencies, Teaching Skills
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Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Abell Foundation, Baltimore, MD.
Identifiers - Location: Maryland