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No Teacher Left Untested: Historical Perspectives on Teacher Regulation

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International Handbook of Educational Policy

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 13))

Abstract

The idea of testing teachers to ensure that they will help students achieve high standards is not something new, but it has long been a contentious area of policy development and implementation. In this chapter, I consider recent controversial shifts in Ontario government policies on teacher education programs, an entry to the profession test, teacher re-certification and professional learning requirements. In each of these policy areas, I describe the historic context and give international comparisons. I also discuss elements of debates surrounding implementation. These debates shed light on past and present struggles for control over teachers and teacher’s work

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References

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Author information

Authors and Affiliations

  1. University of Saskatchewan, Canada

    Cecilia Reynolds

Authors
  1. Cecilia Reynolds
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Editor information

Editors and Affiliations

  1. Ontario Institute for Studies in Education of the University of Toronto, ON, Canada

    Nina Bascia , Alister Cumming , Kenneth Leithwood  & David Livingstone , ,  & 

  2. University of Southern California, Los Angeles, CA, USA

    Amanda Datnow

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© 2005 Springer

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Reynolds, C. (2005). No Teacher Left Untested: Historical Perspectives on Teacher Regulation. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_28

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