Cockoo pint aka Lords and Ladies, Arum Lily.
‘Can you teach well without a sound knowledge of
educational theory? The answer is no’
Janet Orchard
The structure of teacher training needs a radical
overhaul, argues one leading education academic
On what evidence did George Bernard Shaw base his
infamous slur
"Those who
can, do; those who can’t, teach"?
In the case of teaching teachers, this simply isn’t my
experience. Excellent classroom teachers
take up teacher education positions in universities as a
positive mid-career choice.
It enables them to focus on developing teaching and the
curriculum within their chosen subject specialism to a very high level. Teacher
training offers them a high degree of professional autonomy in return and is
intrinsically rewarding. This is just as well, because it is poorly paid
compared with comparable positions in school leadership.
Why, then, do negative views of teacher educators in
England persist?
In a published pamphlet, Professor Chris Winch
and I argue that the structure of teacher training may be contributing to
teacher education’s image problem, so it needs a radical rethink.
We are not particularly concerned with the practical
aspects of training,
as these seem to be well-established already within
existing arrangements.
Broadly speaking, most trainee teachers undertake a form
of internship or unpaid teaching practice for a total of 120 days in two
contrasting schools, during a 36-week postgraduate certificate
in education (PGCE). A few are in
effect "higher grade apprentices", so that in the case of Teach
First, for example, new teachers balance university-based learning with paid
employment.
Instead, we are concerned that teachers also need to know
and understand educational theory
if they are to teach well, and this aspect of their
professional knowledge is insufficiently developed at present. Teachers need to
be able to plan successful lessons independently, and distinguish clear and
legitimate aims from unclear and questionable ones. Teachers need to be able to
communicate what they are doing clearly and coherently to parents and other
stakeholders,
justifying their professional judgements with legitimate
and contextually relevant reasons.
Solicitors are required to study law for three years (or
undertake a conversion qualification)
followed by further training for at least two years,
undertaken on the job.
Why are the same conventions not in place for teachers?
Teachers need to know and understand established theories
that have stood the test of time
about how children learn, and apply them successfully to
their practice. They use this knowledge
to distinguish new insights into learning, as they are
identified by educational researchers,
from unsound ones. Those former teachers who have become
teacher educators in universities
are best placed to lead trainee teachers’ engagement
with theory of this kind.
They develop expertise in how to mediate theory to
trainees appropriately,
becoming, in effect, bilingual through the process,
and well-versed in the language of both university and
classroom culture.
There are serious defects in the argument that the
university-based element
of teachers’ professional formation is unnecessary. In
particular, the idea that teaching can be done without an understanding of
education’s underlying principles and practices is profoundly
mistaken. The quality of practical judgement necessary to good teaching
combines sophisticated theoretical understanding with practical expertise.
Really good teachers are wise people,
able to judge time and again the right thing to do in the
right way at the right time.
Yet, current programmes in England (unlike other
jurisdictions) are simply not long enough
to do this careful balance justice.
We support the mixed economy of internship and higher
grade apprenticeships
in teacher education, which are emerging through recent
reforms to the sector.
However, we urge greater clarity and coherence with
regard to the distinctive advantages,
as well as limitations, of each respective approach.
Furthermore, we do not accept that either approach on its own is sufficient to
guarantee quality in the next generation of classroom teachers. We advocate the
introduction of an initial licensure for teachers to recognise the contribution
these established programmes offer, whether through bachelor degrees with
qualified teacher status, PGCEs, or the small number of employment-based routes
into teaching.
We believe an additional period of further licensure is
needed – leading to full licensure
after a three- to five-year period – to prepare teachers
adequately for a fully fledged career
in teaching, and to support them through the trials and
tribulations that are likely in the early years. As well as practical support
from skilled mentors in schools, teachers should be entitled
to further subject-specific training, with flexible
opportunities to work with experts in other schools as well as universities,
who hold the keys to developing research-informed,
subject-specific professional learning communities.
Teachers need grounding in recent research
in this extended period of professional theory
underpinning their classroom practice,
as well as time to reflect on how that theory and
personal practice may be integrated.
The schools minister, Nick Gibb, responding to a
parliamentary question in the House of Commons earlier this month, assured us
there is no "crisis" in the supply of teachers in England.
However, such assurances ring hollow to those of us
engaged closely with trainee teachers
and teaching on the ground.
Too many are leaving the profession and too few are
coming in to replace them.
This is so sad. Teaching at its best is a brilliant job,
whether it involves adults in universities
or pupils in schools, and the very best classroom
teachers in action are an inspiration.
The best teachers love what they do and understand
their work as a vocation.
They want to be left alone to get on with their work,
without interference from policymakers
or overly directive school leaders and managers. However,
to earn that autonomy teachers need
to know, understand and be able to apply the theory of
education, so they have a clear
and legitimate basis on which to distinguish good ideas
from bad ones.
‘What training do teachers need? Why teachers need
theory’ is to be published by
the Philosophy of Education Society in Great Britain on
Monday 30 November 2015
Dr Janet Orchard is senior lecturer and co-director of
the secondary PGCE programme
at the Graduate School of Education, University of
Bristol
https://www.tes.com/news/school-news/breaking-views/can-you-teach-well-without-a-sound-knowledge-educational-theory
Turbo Charged Reading: Read
fast>>>Remember all>>>Years later
Contact
M’reen at: read@turbochargedreading.com
You can TCR software
and engineering manuals for spontaneously recall –
or pass that exam.
I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.
I can TCR an instructional/academic book around 20 times faster and remember what I’ve
read.
A practical overview of Turbo Charged Reading YouTube
How
to choose a book. A Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps
you’d like to check out my sister blogs:
www.innermindworking.blogspot.com gives many ways
for you to work with the stresses of life
www.ourinnerminds.blogspot.com which takes
advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com just for fun.
To
quote the Dr Seuss himself, “The more that you read, the more things you will
know.
The
more that you learn; the more places you'll go.
No comments:
Post a Comment
Your opinions, experience and questions are welcome. M'reen