Highly Quantified Teachers: NCLB and Teacher Education

Autor/in	Selwyn, Doug
Titel	Highly Quantified Teachers: NCLB and Teacher Education
Quelle	In: Journal of Teacher Education, 58 (2007) 2, S.124-137 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487106297842
Schlagwörter	Teacher Education Programs; Student Teachers; Preservice Teacher Education; Teaching Experience; Privatization; Federal Legislation; Teacher Characteristics; Minority Group Children; Diversity (Faculty); Testing; Teacher Motivation; Student Attitudes; Anxiety; Teacher Effectiveness; Teacher Qualifications + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Privatisation; Privatisierung; Bundesrecht; Testdurchführung; Testen; Schülerverhalten; Angst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation
Abstract	In this article the author looks at the impact NCLB is having on teacher education programs, focusing on three major areas: who is entering teacher preparation programs; the experience they have while they are in those programs; and the experience they have while in the schools as student teachers. The increased focus on testing to determine who can teach (despite a lack of research supporting this policy) is both pushing out and alienating potential teachers whose strengths and interests don't show up on tests, and/or who don't believe that this is the best way to serve the public school students. This emphasis treats teachers like they are incapable of making good decisions based on their knowledge of curricula, kids, and human development. NCLB pressures teacher education programs to violate what they know and believe about teaching and learning, and to perpetuate an unethical system of privilege and inequality. (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10