A look back
Who should teach? Kappan authors weigh in
Bibliographic Data
| ID | 21369679 |
|---|---|
| Authors | Teresa Preston (corresponding author) |
| Year | 2021 |
| Volume | 103 |
| Issue | 3 |
| Pages | 5-7 |
| Publication date | 2021-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00317217211058505 |
| OpenAlex | W3210789307 |
| Language | EN |
| Citations received | 1 |
Kappan authors have expressed concern about the number and quality of teachers entering the workforce for at least 100 years. In this monthly column, Teresa Preston explores what authors have said about the personal qualities and training that teachers need. Common threads include a recognition that intelligence does not necessarily equate to teaching success and concern that alternate pathways were bringing unqualified teachers into classrooms
Column (typography) · Epistemology · Mathematics education · Pedagogy · Political science · Quality (philosophy) · Teaching method · Workforce · Computer Science · Emotional Intelligence and Performance · Law · Neuroscience, Education and Cognitive Function · Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |