A Personal Response to those Who Bash Teacher Education
- 1 November 2000
- journal article
- Published by SAGE Publications in Journal of Teacher Education
- Vol. 51 (5), 358-371
- https://doi.org/10.1177/0022487100051005004
Abstract
To each of a dozen common charges against formal programs of teacher education a personal response is made. Among other responses, it is argued that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; and as in other fields, accomplished performance will develop—if it ever develops—only over many years of effortful, deliberate practice. It is argued that programs of teacher education can offer the novice teacher the findings, concepts, principles, technologies, and theories from educational research that are relevant to teaching and learning, as they are provided to other professionals before they enter their fields of practice. It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers.Keywords
This publication has 5 references indexed in Scilit:
- Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children.Journal of Educational Psychology, 1989
- Laboratory Settings and the Study of Teacher EducationJournal of Teacher Education, 1985
- Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring ActivitiesCognition and Instruction, 1984
- The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms.Journal of Educational Psychology, 1979
- A Model of School LearningTeachers College Record: the Voice of Scholarship in Education, 1963