Document Type
Focus Area Six
Abstract
The education of educators qualifying them for initial licensure and renewal of licensure for teaching has been restrained for at least 150 years by the state continually increasing the number of mandated requirements. Their implementation usually cans for increasing the number of either or both academic and professional courses, plus increased study in the area of social concerns (Herbst, 1989; Warren, 1989).
In recent years, we have witnessed states also enacting accountability legislation in the form of performance-based education and competency-based teacher-training, and state-prepared teacher tests which must be passed by those seeking initial licensure or renewal of licensure. Finally, we know that some states allow a candidate to enter teaching having only earned a baccalaureate degree with a major in the teaching area. All of these requirements, or lack thereof, were put into place ostensibly to improve the quality of teacher preparation, thus of teaching. And, of course, we know that the evidence does not clearly support that teacher preparation has been unquestioningly improved by these moves.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
249
Last Page
253
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1992 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Wellborn, Beryl
(1992)
"The Case of Teaching: Teacher Work,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 53.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/53
