Abstract
The term "highly qualified teacher" occurs frequently in discussions on educational issues today, but there is no agreement about the meaning of this term. There is agreement that "teacher quality" should be expected of our teachers, but this term also lacks precise definition. Some educators believe that mastery of content knowledge is not only important, but is all that is important. Others suggest that failure to recognize the importance of teaching skills limits the definition of teacher quality. Nevertheless, most educators agree that student achievement is the necessary outcome and that teaching strategies must conform to this outcome. Future research needs to identify those teacher qualities which enhance student performance and advocate their inclusion in teacher education program revisions.
DOI
10.15760/nwjte.2005.4.1.7
Creative Commons License
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Persistent Identifier
https://archives.pdx.edu/ds/psu/30298
Recommended Citation
Davison, David M.
(2005)
"What Does the Term "High Quality" Mathematics Teacher Mean?,"
Northwest Journal of Teacher Education: Vol. 4
:
Iss.
1
, Article 7.
DOI: https://doi.org/10.15760/nwjte.2005.4.1.7