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Examining Certification Requirements in Early Math and Literacy: What Do States Expect Prekindergarten Teachers to Know?
Journal of Teacher Education ( IF 4.130 ) Pub Date : 2020-02-21 , DOI: 10.1177/0022487120905514
Tanya S. Wright 1 , Amy Noelle Parks 1 , Bethany Wilinski 1 , Lisa M. Domke 2 , Laura J. Hopkins 3
Affiliation  

The purpose of this study was to examine preK certification requirements for literacy and mathematics coursework to understand policy trends across the United States. We were interested in examining whether teacher certification requirements in these content areas align with expectations for child outcomes in early literacy and math. We completed a content analysis of 114 documents from 50 states including preK teacher certification requirements and early learning standards from each state. We engaged in a detailed analysis of the sections of these documents related to early literacy and mathematics. Based on this state-by-state analysis, we found that most states had very little specification of preK teacher certification requirements related to literacy or mathematics. Our findings suggest that current certification policies are not well-aligned with expectations for preK children’s learning in early literacy and mathematics.

中文翻译:

检查早期数学和识字的认证要求:各州希望幼儿园教师知道什么?

本研究的目的是检查读写和数学课程的学前教育认证要求,以了解美国的政策趋势。我们有兴趣检查这些内容领域的教师认证要求是否与儿童早期识字和数学成果的期望一致。我们完成了对来自 50 个州的 114 份文件的内容分析,包括每个州的学前教师认证要求和早期学习标准。我们对这些文件中与早期识字和数学相关的部分进行了详细分析。基于这种逐个州的分析,我们发现大多数州对与读写或数学相关的学前班教师认证要求的规范很少。
更新日期:2020-02-21
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