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ERIC Number: EJ822379
Record Type: Journal
Publication Date: 2003
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0890-6459
What Constitutes a "Highly Qualified" Teacher? A Review of Teacher Education Standards and Trends
Mullen, Carol A.; Farinas, Jose
Teacher Education and Practice, v16 n4 p318-330 Win 2003
This literature review of teacher qualification standards consolidates information from various national groups and takes a historical approach to the development of current trends in such standards. We differentiate between teacher "qualifications" (the legal requirements for a credential) and teacher "quality" and summarize the stipulations of prominent organizations. This analysis of highly qualified teaching characteristics revealed two patterns: (1) some concurrence in the numerous denotations of professional teaching commissions, and (2) dissonance in the criteria of policy-making bodies, conservative foundations, and critical multiculturalists. James Banks, Gloria Ladson-Billings, Carl Grant, Valerie Ooka Pang, Christine Sleeter, and other leading multiculturalists shed light on diversity frameworks and societal changes, a theme that is virtually nonexistent in the standards. Education preparation programs and professionals whose existence is governed by the teacher qualification standards should find this overview useful for questioning their development, relevance, and power.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A