EDUCATING SCHOOL TEACHERS

Bookmarked: EDUCATING SCHOOL TEACHERS

https://files.eric.ed.gov/fulltext/ED504144.pdf

#HB6830

Therein lies the problem. The voluminous body of research on teaching was produced largely before the shift to common outcomes. As a result, we don’t know enough about the impact of teacher education on student achievement

Michigan State University meta-study found: “There is no research that directly assesses what teachers learn in their pedagogical preparation and then evaluates the relationship of that pedagogical knowledge to student learning or teacher behavior.

The bottom line is that we lack empirical evidence of what works in Outcome-based systems, concerned with what students learn, have a single measure of success—student achievement. EDUCATING SCHOOL TEACHERS preparing teachers for an outcomebased education system

There is little connection between what students learn in university classes and what they learn in the schools. Time in clinical settings is too short and involvement of university professors in the schools is insufficient. Too often, student teaching sites are not appropriate and performance of student teachers is insufficiently monitored.

Principals were the most critical of education schools. Across the 11 competencies, only 40 percent on average thought schools of education were doing very or moderately well.

When given a laundry list of proposed reforms to improve teacher education and asked to choose the three most important, principals (57 percent) and alumni (69 percent) placed the highest priority on striking a better balance between subject matter preparation and field experience; nearly half of all education school professors (49 percent) agreed. (Principals, Alumni, and Faculty Surveys; see Table 8.)