When Does Teacher Licensure Make Sense?

Abstract

Teacher licensure is a regime where schools are forbidden from hiring teachers who have not completed a program of study in a teacher education program and/or other preparation requirements. This paper specifies a theoretical model of a school hiring teachers who are either traditional-completed a program of study in a teacher education program or alternative-entered teaching through an alternative path. We combine the implications of the theoretical model with the empirical literature on teacher labor markets to reach conclusions about how labor market policies would impact teacher quality. Perhaps the most important conclusion is that it is very likely that a regime of teacher licensure would lower teacher quality and student achievement. The key reason why licensure would lower teacher quality is that licensure fails to make the important distinction between marginal and average quality in hiring decisions.

Erhöhen berufliche Lizenzen Verdienste und die Verdienstungleichheit?

“…Bei der Beschreibung der Motivation für die Lizenzierung von Berufen werden in der Regel zwei Gründe genannt: die Abwehr vor Konkurrenten (Monopolthese) sowie der Schutz der Bürger vor schlechter Qualität (Schutzthese). Die Diskussion, welche dieser Gründe der Etablierung von Lizenzen stärker zu Grunde liegt, hält bis heute an (Arias & Scafidi 2009;Kleiner 2006b;Moore 1961;Shapiro 1986). Vertreter der Monopolthese argumentieren, dass Lizenzen das Resultat starker sozialer Schließung sind.…”

“…Aus dieser Perspektive wird bezweifelt, dass diesen Gesetzen nur Interessen zu Grunde liegen, die die Verbraucher schützen sollen. Eine solche Wirkung ist sogar wiederholt angezweifelt worden (Angrist & Guryan 2008;Arias & Scafidi 2009;Kleiner & Kudrle 2000). Stattdessen wird erwartet, dass Lizenzierung die Preise für berufliche Tätigkeiten nach oben treibt, die Qualität der Tätigkeiten aber nicht im gleichen Maße erhöht wird.…”

Creativity of Trainee Technology Teachers of the Baltic Countries as Readiness to Educate Learners Meeting the Needs of the Labor Market of the Beginning of the 21st Century

“…The topicality of the significance of teacher training is also supported by research results demonstrating that quality teacher training has a direct influence on the results of learners' achievements (Arias, Scafildi, 2009). A comprehensive analysis of the educational process reveals that it is often the case that teachers have insufficient professional competence, feel unprepared for their work in the classroom (Scott, 2007), have difficulty assessing the learners' creativity (Urhahne, 2011).…”

“…The latter programme is implemented by participating in the school's social life: by clarifying and analyzing different needs, by formulating the goals of any activity, by designing plans, joining experimental projects, by organizing work groups and taking part in their activity, by making individual discoveries of values, pursuing responsible and creative activity, and in any other typical learning environment. It has to be noted that it is namely the teacher who creates conditions, sets up the necessary environment for learner development at school -from lessons to periods of recess, information boards, informal education and other "secret educational programmes" (Dalin et al, 1999;Scott, 2007;Arias, Scafildi, 2009;Haifeng, 2010;Miller, Imrie, Cox, 2014).…”

Selecting or rewarding teachers? International evidence from primary schools

“…'Teacher licensure is a regime where schools are forbidden from hiring teachers who have not completed a program of study in a teacher education program and/or other preparation requirements'(Arias and Scafidi, 2009).…”