ERIC Number: EJ822383
Record Type: Journal
Publication Date: 2003
Abstractor: As Provided
Reference Count: 22
The Controversy around Defining "Highly Qualified" Teachers and One University's Definition in Practice
Stairs, Andrea J.
Teacher Education and Practice, v16 n4 p384-398 Win 2003
This article examines definitions of "highly qualified" teachers posed by the federal government, the American public, the professionalization agenda in teacher education, and the deregulation movement in teacher education. It focuses on one university's definition in practice: the Lynch School of Education at Boston College. I describe how a new integrated urban experience for secondary candidates shows the Lynch School's commitment to preparing "highly qualified" teachers for America's diverse student population.
Descriptors: Preservice Teacher Education, Federal Government, Educational Change, Teacher Effectiveness, Teacher Education Programs, Schools of Education, Teaching (Occupation), Teacher Certification, Teacher Qualifications
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Massachusetts