Attempts to improve teacher education in this country have tended to

Attempts to improve teacher education in this country have tended to intervene on the structure of the enterprise: lengthening teacher education or creating alternate routes, for example. We argue that the curriculum of professional training should be the first object of teacher educators’ atten- tion and that this curriculum must focus squarely on practice, with … Continue reading “Attempts to improve teacher education in this country have tended to”

Attempts to improve teacher education in this country have tended to intervene on the structure of the enterprise: lengthening teacher education or creating alternate routes, for example. We argue that the curriculum of professional training should be the first object of teacher educators’ atten- tion and that this curriculum must focus squarely on practice, with an eye to what teaching requires and how professional training can make a demonstrable difference—over sheer expe- rience and common sense—in the quality of instructional practice. This means a comprehensive overhaul of the instructional goals that we set for those who seek to enter the teaching profession and of our approach to preparing novices. Whereas many beginners learn to teach on the job, with either mini- mal or misfocused and underspecified opportunities to learn practice, the task of professional education is to prepare people for the specialized work of teaching, improving sig- nificantly on what can be learned through experience alone. Doing this effectively in teaching requires dealing squarely with the both unnatural and intricate nature of instructional

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