Teacher Certification Requirements Research Articles

Certification requirements for teachers in elementary and secondary schools

Certification requirements for teachers in elementary and secondary schools

The Certification of Teachers of Mathematics

This paper is based upon a part of An Analysis of Certification Requirements for Teachers of Mathematics, Bureau of Publications, George Peabody College, Nashville, Tennessee, 1949. We will deal with the requirements for the certification of mathematics teachers for Grades I through XII in the forty-eight states and the District of Columbia. We will also consider some means whereby the certification of mathematics teachers may be made more effective.

State requirements for certification of teachers of elementary science

State requirements for certification of teachers of elementary science

A summary of proposals for a state program of elementary‐teacher education

The selective admission of students to elementary-teacher education is a basic responsibility of the teacher-educating institution. The program of selective admission should not be concluded with the initial enrollment of the student. It should be regarded as a process ending with certification for teaching. The program should be planned and controlled, and it should include certain stipulated requirements. Provision should be made to recruit certain desirable students, to restrict admission to potentially successful teachers, and to administer a pre-service guidance program. The pre-service guidance program should be designed to select and develop those students who are likely to succeed as teachers, and to eliminate or divert those who are not likely to be successful. Adequate scholarship, physical fitness, and good personality are the essential requirements of candidates to teacher education. Scientific means to identify qualities conducive to teaching success are inadequate. However, such inadequacy should not dissuade teachereducating institutions from organizing and administering a program of selective admission. Data, such as may be gathered from cumulative records, composite judgment, and standardized tests, should be used pending the time until more scientific means are developed. Organizing and administering teacher education in a state should be the result of the co-operative efforts of those who share responsibility for the program. The state department of education, teachereducating institutions, and public school systems should co-operate in planning, revising, and implementing policies. Minimum academic and professional requirements for the certification of teachers should be defined. The actual function of preparing candidates to meet requirements for teacher certification is assumed by the teacher-educating institution. For that reason the regulations of the state department of education should be sufficiently flexible to permit the exercise of initiative in the development of effective institutional programs. Likewise, the planning and developing of the institutional program

An Analysis of the Prewar Certification Requirements for Teachers of Health and Physical Education in the Forty-Eight States

An Analysis of the Prewar Certification Requirements for Teachers of Health and Physical Education in the Forty-Eight States

Woellner, Robert C., and Wood, M. Aurilla. Requirements for certification of teachers and administrators. Chicago: University of Chicago Press, 1946. Unpaged. $2.25

Woellner, Robert C., and Wood, M. Aurilla. Requirements for certification of teachers and administrators. Chicago: University of Chicago Press, 1946. Unpaged. $2.25

State Requirements for Language Teachers

Author's summary.— A study of certification requirements for language teachers as of 1942 shows only three states have standards as high as Prof. Purin recommended for language teachers in the Modern Foreign Language Study. It is accordingly futile to expect the “Army method” to find anything like universal adoption in our high schools.

Needed re‐evaluation of certification requirements for biology teachers

Needed re‐evaluation of certification requirements for biology teachers

A Negro State College Looks at Foreign Language

Notwithstanding the fact that no provision was made for the teaching of foreign languages in the Morrill Act which established the land grant colleges, nor in any of the succeeding federal legislation to aid these institutions, state funds have been supplied for the creation and maintenance of foreign language departments as an integral part of the state college curricula. The seventeen land grant colleges for Negroes depart from this unanimity, however, in that eleven offered courses in the modern foreign languages at the time of a study made by Dr. W. N. Rivers.' These were the colleges in the States of Arkansas, Delaware, Florida, Kentucky, Missouri, North Carolina, Louisiana, Tennessee, Texas, Virginia, and West Virginia. The responsibility of providing means of fufilling the legally established requirements for certification of teachers of secondary schools is one of the functions of these federally and state supported institutions. Since justification for the dissemination of teacher training and student achievement data in any subject or field lies in its pertinency for the whole group, the presentation of the picture of the teacher and pupil of French and Spanish in the West Virginia High Schools for colored students in the year 193435 with reference to the West Virginia