Document Type
Focus Area Six
Abstract
The academic and professional preparation of teachers is necessarily influenced by governing and licensing agencies. This paper presents a position that the academic setting in which a new teacher will function can be advantageously influenced by a strong working relationship with state licensing agencies if the focus is diverted from reliance on regulations and detailed program review.
The development of a well-prepared and able teacher begins at a time far earlier than entrance to a collegiate program or official acceptance to a school of education. It is fundamentally important for a prospective teacher to develop a positive attitude toward learning and a respect for rigorous academic preparation during the high school and college years.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
254
Last Page
258
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
Wielenga, Jack L.
(1992)
"Diverting State Regulations on Teacher Preparation,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 54.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/54
