Teachers for Our Nation's Schools

Abstract

A 5-year study of teacher education and the institutional and regulatory context in which it is conducted reveals that several conditions undermine teacher education. These conditions include: low prestige of education departments; preeminence among teacher educators of scholarly publishing over teaching; and stifling, state-mandated curriculum and credentialing requirements. Nineteen postulates, or presuppositions, are proposed regarding the conditions that will need to be in place if able, dedicated persons are to be attracted to school teaching, well prepared for the challenges they will face, and induced to stay with teaching as a career. The first four postulates outline reasonable expectations for the colleges and universities that assume the responsibility of educating educators. Additional postulates relate to selection of students, state licensing of teachers, clinical training of teachers, university/school district collaboration, and teacher education curriculum. (IAH)