A historical and legal analysis of teacher certification in North Carolina

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Richard Lewis Thompson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Joseph E. Bryson

Abstract: The purpose of this study was to investigate and to analyze the historical and legal aspects of teacher certification in North Carolina. There are many forces affecting teacher certification at this time which previously have not been present in American society. The questioning attitude of the public, court decisions, legislative actions, struggles for power to certify and the increasing awareness of individual constitutional rights have led to much discussion and concern regarding teacher certification. As issues increase concerning what constitutes valid qualifications to teach and who determines whether or not an individual has appropriate qualifications, agencies and entities charged with the responsibility of teacher certification must be aware of the legal implications. Historically viewed, the development of teacher certification in North Carolina closely paralleled the process as it evolved in other states. Each state has undergone an evolutionary process which led to a requirement that all teachers have a license or certificate, in order to protect children from those who do not meet appropriate standards of preparation, health and character.

Additional Information

Language: English
Date: 1979
Teachers $x Certification $z North Carolina
Teachers $x Legal status, laws, etc. $z North Carolina

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