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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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The Politics of Teacher Education in the New Millennium: Implications for Special Education Teacher Educators

James McLeskey

Professor and Chair of the Department of Special Education, University of Florida

Dorene D. Ross

Professor in the School of Teaching and Learning, University of Florida

With the passage of the No Child Left Behind Act, which mandates a 'highly qualified' teacher for every child in a Title I school by 2005–06. teacher education has become a 'front burner' political issue in Washington and statehouses across the U.S. Debates have arisen regarding how 'highly qualified' should be defined, and what type of teacher education is needed, or if any is needed, to ensure a highly qualified workforce. This article describes the positions of those who propose that teacher education be deregulated, and those who support the professionalization of teaching and teacher education. What we know from available evidence about the characteristics of high quality teacher education programs is then addressed. The paper concludes with a review of the implications of the current political climate for teacher education and special education and possible directions for future research that is needed to influence policy decisions.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 27, No. 4, 342-349 (2004)
DOI: 10.1177/088840640402700402
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