Teacher training and the improvement of public education

American Education, July, 1984 by Douglas S. Medlin

6. Emphasis on mastery of subject matter. College curricula in teacher education need to focus in the first five or six semesters almost entirely upon subject matter mastery. The notion that those who can't do or don't know can always teach should be dispelled entirely. The great teacher is one who has the special ability to communicate to others a wealth of knowledge and understanding, not a dearth of it. The great teacher knows first, but goes further than his own knowledge to inspire, encourage, and direct others to know. The great teacher is above the proficient technician, not inferior to him. Teaching methods courses should focus upon those philosophical, theoretical, psychological, historical, and strategic factors which enable the prospective teacher to appreciate the value of this subject matter in public education, and to simplify, order, sequence, and refine that subject matter so that it can be assimilated by students.

7. Allowing time for new teachers to develop. Having said the above, we must concede that no college or university can turn out "master' teachers in the strictest sense of the word. They may turn out potential "master' teachers, for to be superior in the field requires experience. School systems need to recognize this and adjust the requirements and expectations of new teachers so that during the first two or even three years of service the new teacher receives frequent constructive evaluation; is allowed time in the form of reduced teaching loads to concentrate upon developing confidence and ability in teaching strategies, classroom performance, and subject matter areas; and is encouraged to explore innovative and creative approaches which may prove beneficial to the teaching profession. All of this without being expected to sacrifice financially.

8. Establishing licensing standards. The teaching profession itself must establish standards for evaluating and licensing its members, just as do the American Bar Association or the American Medical Association. Whether the mechanism for licensing and the renewing of licenses becomes a function of the profession or of the state is open to debate. It is apparent, however, that most states have been reluctant to question the granting of a certificate if the teacher training institution recommends a candidate, or to exercise any prerogative to refuse renewal of a certification to experienced teachers who fail to improve and grow as professionals regardless of how many post-graduate courses they take. Sitting through a course or two is no guarantee of improved teaching performance.

9. Improving salaries and conditions. Teacher salaries and working conditions must be improved, but this is by no means a panacea for current problems. The profession as a whole must still prove its worth in these times of economic upheaval and bottom-line philosophies. Merely raising salaries and reducing work loads will in no way resolve the situation, as has been all too evident. Without stringent and professional quality controls, public attitudes toward those who teach and how they are treated will be hard to change.