Challenging Current Notions of "Highly Qualified Teachers" through Work in a Teachers' Inquiry Group
Bibliographic Data
| ID | 4308340 |
|---|---|
| Authors | Sonia Nieto (0000-0002-0257-9840, University of Massachusetts Amherst, corresponding author) |
| Year | 2003 |
| Volume | 54 |
| Issue | 5 |
| Pages | 386-398 |
| Publication date | 2003-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487103257394 |
| OpenAlex | W1987916651 |
| Language | EN |
| Citations received | 16 |
| References cited | 15 |
A small group of Boston Public School teachers met for a year to explore the question of what keeps teachers going, a question that bears asking because of the precarious situation of public education today. In this article, I describe the work of the What Keeps Teachers Going? inquiry group as a way to challenge current notions of what it means to be a "highly qualified teacher" as defined in the No Child Left Behind Act of 2001. Rather than "best practices" or prescribed pedagogy, we found that a combination of interrelated conditions and values keep excellent teachers going, including love, autobiography, hope, anger, intellectual work, and the ability to shape the future. This article ends with implications for professional development and a call for new national priorities in public education
Anger · Group work · Mathematics education · Pedagogy · Professional development · Sociology · Work (physics) · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
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Models of Continuing Professional Development
A Humanizing Pedagogy
Schools for a New Majority
The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools
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Facilitating Intersectional Identity Development Among Latina Adolescents Through Critical Inquiry Groups
Hopefulness for Teachers of ELLs in the Era of NCLB
Exploring transnationality as a resource for promoting social justice in language teacher identity construction
School–University–Community Pathways to Higher Education
Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students
Positioning Urban Teachers as Effective
Structural Inequities and the Achievement Gap in Urban Schools
Preparing Highly Qualified Teacher Candidates for Urban Schools
Transiency in Urban Schools
Between Constructivism and Connectedness
The dreamkeepers
Educating culturally responsive teachers
Affirming diversity
Subtractive Schooling
Relationships of Knowledge and Practice
Teachers as Intellectuals
Defining “Highly Qualified Teachers”
Beating the Odds
Representative Bureaucracy and Distributional Equity
Reporting on Teacher Quality
Too Angry To Leave
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2004 - 2025 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 16 |