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• W264880535 abstract "W HHY DON'T schools and state governments admit what any experienced teacher already knows that the study of is worse than worthless and then radically reconstruct teacher preparation? Im agine a doctor, half of whose training consisted of such courses as Philoso phy of Medical Practice, Advanced Bedside Manner, and Practicum in Waiting-Room Decoration and Maga zine Selection, instead of anatomy, physiology, and pharmacology. A phy sician studies a body of knowledge and then uses it. A teacher is required to study how to use a body of knowledge he or she is not required to possess. A pseudo-discipline that uses jargon and studiedly unintelligible writing to re state the obvious, dresses the art of teaching in the trappings of science, producing much that is fad dish and almost nothing that is useful. A practical step toward raising the quality of teaching would be to elimi nate all requirements for teacher certification, thereby eliminat ing the departments of education in col leges and universities that have for so long been an unproductive and self serving blight on U.S. schools. Some states are now promoting alternative routes to certification that make teach ing more accessible to liberal arts grad uates by permitting them to take educa tion courses after school systems have hired them. But no state seems willing to deal with the real issue: as a subject is one of the primary things wrong with the schools today. Education courses are not simply harmless rites of passage visited on all prospective teachers. They waste time and money that would be better spent on developing learned candidates for the teaching corps. They also tend to attract the wrong kind of people into teaching. As a group, teachers will never be respected or fully effective unless the public perceives them to be well-edu cated and learned. To be ignorant of the subject one is teaching, to be unable to write respectable prose, to be ignorant of Western culture beyond certain rock groups and current celebrities all of these are inexcusable flaws in a teacher. The undergraduate years are a very short time in which to produce individ uals capable of passing on to the next generation our cultural tradition. We can't afford to spend that time on drivel. Teachers must know more than they were taught in high school, or our cul ture will slip away a generation at a time. They must thoroughly understand the subjects they teach. They must have real interest in and enthusiasm for those subjects and for learning as an enter prise. When certification requirements force prospective teachers to take only a short intellectual step beyond the con tent of the high school curriculum, those teachers will never win the respect of their students and their communities. Ihere are more truly learned men and women managing U.S. classrooms today than we deserve and far fewer than we need." @default.
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• W264880535 date "1986-01-01" @default.
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• W264880535 title "A Radical Proposal for Teacher Preparation." @default.
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