ERIC Number: EJ885495
Record Type: Journal
Publication Date: 2004-Apr
Reference Count: 77
Four Myths about America's Teacher Quality Problem
Ingersoll, Richard M.
Yearbook of the National Society for the Study of Education, v103 n1 p1-33 Apr 2004
Few educational issues have received more attention in recent times than the problem of ensuring that the U.S.'s elementary and secondary classrooms are all staffed with quality teachers. Although ensuring that the nation's classrooms are all staffed with quality teachers is a perennially important issue in schools, it is also among the most misunderstood. This misunderstanding centers on the supposed sources of the problem--the reasons behind the purportedly low quality of teaching in American schools--and has undermined the success of reform efforts. Underlying much of the criticism and reforms is a series of assumptions and claims as to the sources of the problems plaguing the teaching occupation. In this chapter, the author focuses on four of these claims. He reviews each of the views and explains why he believes each provides an inaccurate explanation of the problems plaguing the teaching occupation. He then offers an alternative hypothesis to explain the problems undermining the quality of teachers and teaching.
Descriptors: Teaching (Occupation), Teacher Effectiveness, Misconceptions, Access to Education, Teacher Competencies, Barriers, Teacher Education Programs, Teacher Certification, Teacher Shortage, Teacher Supply and Demand, Preservice Teacher Education, Program Effectiveness, Accountability, Labor Turnover, Teacher Distribution, Teacher Qualifications, Teacher Selection, Human Resources, Teacher Role
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)