Download full textERIC Number: ED615729
Record Type: Non-Journal
Publication Date: 2021-Aug
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Knowledge of Early Reading: State Teacher Preparation Policy Requirements for Elementary, Special Education, and Early Childhood Teachers. Updated
Putman, H.; Walsh, K.
National Council on Teacher Quality
Most states continue to lack a comprehensive set of policies to improve teacher knowledge of evidence-based early reading methods. This excerpt from NCTQ's "State of the States 2021: Teacher Preparation Policy" examines state policy trends that govern requirements for early reading instruction knowledge in teacher preparation and licensure. [This document was excerpted from NCTQ's "State of the States 2021: Teacher Preparation Policy" (ED611532).]
Descriptors: Elementary School Teachers, Early Childhood Teachers, Special Education Teachers, State Policy, Teacher Education Programs, Educational Policy, Teacher Certification, Preservice Teachers, Alternative Teacher Certification, Teacher Competencies, Reading Instruction, Knowledge Level, Teaching Skills, Reading Tests, Licensing Examinations (Professions), State Standards, Evidence Based Practice, Early Reading, Emergent Literacy
National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council on Teacher Quality
Grant or Contract Numbers: N/A
Author Affiliations: N/A
