Standpoints: Perspectives on Highly Qualified English Teachers

Autor/inn/en	Gere, Anne Ruggles; Berebitsky, Daniel
Titel	Standpoints: Perspectives on Highly Qualified English Teachers
Quelle	In: Research in the Teaching of English, 43 (2009) 3, S.247-262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Stellungnahme; Preservice Teacher Education; Teacher Effectiveness; English Teachers; Public Policy; Teacher Competencies; Educational Research; Secondary School Teachers; English Instruction; Educational Policy; Teacher Persistence; Models; Teacher Certification; Teacher Qualifications + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Öffentliche Ordnung; Lehrkunst; Bildungsforschung; Pädagogische Forschung; English langauage lessons; Politics of education; Bildungspolitik; Analogiemodell; Lehrqualifikation
Abstract	The issue of teacher quality has emerged with special force recently; between 2000 and 2005, at least 15 reports addressing teacher quality from a public policy perspective have been produced (Cochran-Smith & Fries, 2005). The National Research Council has been charged by the U.S. Congress to do a national study of teacher preparation programs to determine whether preservice teachers are being offered courses and experiences that align with research on high quality teaching (National Research Council, 2006). The Carnegie Corporation is collaborating with eleven colleges and universities in a program designed to foster research-based teacher education that will produce high quality teachers (Teachers for a New Era, 2005). This flurry of attention to the "teacher effect" has generated multiple and complex questions that would benefit from the intervention of thoughtful researchers. In this article, the authors reflect on various perspectives on teacher quality, interrogate some of its terms, and suggest possible directions for research. In particular, the authors examine current discussions of teacher quality for the field of English and consider how they might deploy research to understand and improve the quality of secondary school English teachers by investigating their preparation, practices, tracking, and retention. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10