NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108804
Record Type: Journal
Publication Date: 2003-Nov
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-4871
Challenging Current Notions of "Highly Qualified Teachers" through Work in a Teachers' Inquiry Group
Nieto, Sonia
Journal of Teacher Education, v54 n5 p386-398 Nov 2003
A small group of Boston Public School teachers met for a year to explore the question of what keeps teachers going, a question that bears asking because of the precarious situation of public education today. In this article, I describe the work of the What Keeps Teachers Going? inquiry group as a way to challenge current notions of what it means to be a "highly qualified teacher" as defined in the No Child Left Behind Act of 2001. Rather than "best practices" or prescribed pedagogy, we found that a combination of interrelated conditions and values keep excellent teachers going, including love, autobiography, hope, anger, intellectual work, and the ability to shape the future. This article ends with implications for professional development and a call for new national priorities in public education.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Boston)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A