Submitted by Leonard Isenberg (not verified) on August 16, 2007 - 18:12.
While I believe that being a good teacher is an inborn passion, some good preparation would be useful. The problem is that many programs are not well thought out or have other irrelevant motives and concerns.
Half the classes I took to become a teacher had to do with discipline rather than pedagogy. It has been my experience that students who are kept at grade-level learning as a condition for promotion to the next grade do not exhibit significant behavior issues- they are too busy learning. Therefore, the present emphasis on behavior problems in credentialing programs seems to be about adapting the teacher to dysfunctional public education, rife with social promotion, rather than visa versa.
Many credentialing programs and subsequent continuing education requirements seem more about filling seats in underfunded colleges and universities than it does about serving the needs of future teachers.
Teach For America is an excellent argument for quality over quantity of preparation, given that they are at least as successful as fully credentialed teachers.
Fast -Track Credentialing
Submitted by Leonard Isenberg (not verified) on August 16, 2007 - 18:12.
While I believe that being a good teacher is an inborn passion, some good preparation would be useful. The problem is that many programs are not well thought out or have other irrelevant motives and concerns.
Half the classes I took to become a teacher had to do with discipline rather than pedagogy. It has been my experience that students who are kept at grade-level learning as a condition for promotion to the next grade do not exhibit significant behavior issues- they are too busy learning. Therefore, the present emphasis on behavior problems in credentialing programs seems to be about adapting the teacher to dysfunctional public education, rife with social promotion, rather than visa versa.
Many credentialing programs and subsequent continuing education requirements seem more about filling seats in underfunded colleges and universities than it does about serving the needs of future teachers.
Teach For America is an excellent argument for quality over quantity of preparation, given that they are at least as successful as fully credentialed teachers.