The controversy around defining “highly qualified” teachers and one university’s definition in practice
Document Type
Article
Publication Date
Winter 2003
Publication Title
Teacher Education and Practice
Abstract
This article examines definitions of "highly qualified" teachers posed by the federal government, the American public, the professionalization agenda in teacher education, and the deregulation movement in teacher education. It focuses on one university's definition in practice: the Lynch School of Education at Boston College. I describe how a new integrated urban experience for secondary candidates shows the Lynch School's commitment to preparing "highly qualified" teachers for America's diverse student population.
Recommended Citation
Stairs, A. J. (2003). The controversy around defining “highly qualified” teachers and one university’s definition in practice. Teacher Education and Practice, 16(4), 384-398.
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