Highly Quantified Teachers

NCLB and Teacher Education

Bibliographic Data

ID4945937
AuthorsDoug Selwyn (Antioch University, corresponding author)
Year2007
Volume58
Issue2
Pages124-137
Publication date2007-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487106297842
OpenAlexW2023058118
LanguageEN
Citations received12
References cited4

In this article the author looks at the impact NCLB is having on teacher education programs, focusing on three major areas: who is entering teacher preparation programs; the experience they have while they are in those programs; and the experience they have while in the schools as student teachers. The increased focus on testing to determine who can teach (despite a lack of research supporting this policy) is both pushing out and alienating potential teachers whose strengths and interests don't show up on tests, and/or who don't believe that this is the best way to serve the public school students. This emphasis treats teachers like they are incapable of making good decisions based on their knowledge of curricula, kids, and human development. NCLB pressures teacher education programs to violate what they know and believe about teaching and learning, and to perpetuate an unethical system of privilege and inequality

Curriculum · Focus (optics) · Mathematics education · Pedagogy · Political science · Privilege (computing) · Sociology · Teacher education · Critical Race Theory in Education · Early Childhood Education and Development · Law · Psychology · Teacher Education and Leadership Studies

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