Under the No Child Left Behind Act, states will have to ensure that
every public school classroom is staffed by a highly qualified
teacher. This mandate--and the fact that many children, especially
low-income and minority students, are taught by underqualified
teachers ill-equipped for the challenges ahead--gives new urgency
to debates over teacher recruitment, preparation, and induction.
For several years, these debates have been dominated by competing
groups of partisans. One denies that teaching requires a
professional base of knowledge and skill, while the other tries to
promote professionalism by ensuring that traditional programs
retain their control over licensure and formal certification. The
conflict confuses policymakers, frustrates educators, and stifles
potentially promising solutions.
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