When discussing initial teacher training, there seems to be a balancing act between preparation and practice. Teachers often agree that their most important learning happens while practicing, yet there are a variety of opinions as to how much groundwork is needed before entering the classroom. Arne Duncan has recently chosen to focus on the issue of teacher training on a national scale, saying that "By almost any standard, many, if not most of the nation's 1400 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom ... The bar must be raised for successful teacher preparation programs because we ask much more of teachers today." He also remarked that he is "all in favor of expanding high quality alternative certification routes." (Full text at http://www.ed.gov/news/speeches/2009/10/10222009.html.) Do teachers agree? How strong was their preparation, and how do they feel it could be improved?
Although Duncan's speech addressed teacher training as the main lever of teacher quality, many of the teachers we spoke to continue to work to improve their practice beyond their initial training. In many cases, teachers are seeking learning experiences beyond required professional development, despite the time and money which it costs them. What motivates teachers to continually educate themselve, and how do they do so?
I was struck during class discussion by the variety of experiences present within the room: teachers who went through undergraduate training, graduate training, Teach for America, or no formal training at all. Even within that variety, there were a variety of experiences with different programs. Some were pleased with their Teach for America training, while other felt that it offered little support. Some students were glad to have had challenging education classes and multiple student teaching experiences, while another stopped taking education classes because they were simple and useless. Is there a "right way" to enter teaching? Thomas Kane, Jonah Rockoff, and Douglas Staiger, in their article "Photo Finish" found that "a teacher's certification status matters little for student learning" (p. 4). On the other hand, they found that some teachers are certainly better than others as measured by student student achievement. What do those great teachers have in common? As this issue gains national prevalence, teachers need to open their classroom doors and share what they feel is crucial to preparing the next generation of exemplary teachers.
Whatever Happened to Team Teaching?
22 hours ago
I put my entire life on hold for a year or so while I attended some pretty boring, not very useful "education" classes, and then I student taught in a public school for a semester. Despite some of the uninteresting classes I was required to take, I felt that the training program was adequate. All teachers learn on the job and from each other. Some are born to it and have a gift, but the rest of us just have to work really hard and acknowledge that we can always improve our teaching and learn new things from each other, our kids, and the rest of the world. To develop as a teacher, I take classes at the local community college, share ideas with other English teachers online and in school when possible, and attend seminars.
ReplyDeleteI came to teaching late in my life. I have an undergraduate degree in nursing with a concentration in biology. I worked for many years. I had been involved in education as a volunteer. I returned to school and obtained a Masters in Education. My coursework consisted of methods classes as well as the needed coursework for certification. I student taught over two semesters with incredible master teachers. This was by far the most important part of my education. My first year of teaching I worked part-time, sharing the position with a seasoned educator, surrounded by teachers that I had known for many years. I never felt alone and I always felt supported. I had a mentor. I was also part of an inquiry group in another school district. Each year that I teach, I identify a goal and work towards achieving this. Most often this involves university coursework in content areas.
ReplyDeleteI did Teach for America. I trained over the summer for 6 weeks. For me, I think teaching is more than half charisma and personality as opposed to concrete teaching practices, so I don't think me being thrown in with little experience was that much of an issue. You learn as you go. My big issue was that I didn't have enough resources. TFA gave me practical things to do, which was helpful. You learn to create your own class culture before entering because you are in charge of your own class not someone else's at institute. Out of four year schools students are not getting enough practical experience. They're just getting a lot of theory, which is great, but you need practical experience.
ReplyDeleteOnce you leave your training program or TFA you have no support, which is tough. I improve even as throughout the day; I find problems in the lesson and revise as I go. I try to learn from my mistakes. I try to walk in to other classrooms, talk to other teachers, talk to other TFA corps members. Getting ideas from other teachers is crucial. The students, and knowing what they go home to and the crucial role of education in getting them out of it, is what motivates me.
As teachers you have to do, you have to be able to go into the classroom and actually be able to teach. I would say having more time to spend inside of the classroom would be helpful. Is is hard to learn how to become a teacher by reading in a book. To a point, you have to learn the different methodologies and theories, but I feel having more training in a classroom would have been beneficial. I also feel that having more classes that have to do with assessing students work would have been beneficial as well.
ReplyDeleteI did my undergrad and graduate school in math and worked for several years, then stayed home with my children. 17 years later, I earned a NOYCE scholarship and began a graduate program. The education classes were spectacular. Professors modeled what teachers should be doing. One professor was an amazing role model that I try to emulate. I felt that I learned so much. The program was very well laid out, I I didn't feel that anything was wasted. I felt completely prepared. I was flabbergasted by what other teachers didn't know when I attended inservices in my district.
ReplyDeleteI was trained through Teach for America. I taught 7th grade summer school (although I was going for secondary science certification) while also taking intensive classes on discipline techniques, teaching practices, and diversity training. It was incredibly difficult, 17+ hour days. I grew very quickly as a teacher and was given a lot of best practices to use. I was also really prepared for the challenges of being in an urban setting. My biggest critique is that I knew a lot of what to do but not why, which made it hard to adapt those best practices when necessary. I didn't know much about how or why kids learn, but I knew a lot of good tricks. I returned to school after three years to learn more about that, because I want to be the best teacher for my kids that I can be. They are what motivate me.
ReplyDeleteMy biggest complaint is that I didn't get anything out of state alternative certification classes. I didn't find any of it applicable to practice. There was very little focus on content, on the information you're giving to students. Even if you're coming from a content backgrounds you still need help with that. For the first three years I was kind of lost. It took a lot of practice to get right, and I didn't really have any mentors. I'm always motivated to find better ways to teach because teaching is really fun when I know things are going well. I'm more relaxed, and the kids are more relaxed. I think I want to get back into the grad school track, and help build curricula that are more entertaining but also very objective based.
ReplyDeleteI am a university professional, my degree in in History, Geography, and Civic Education Pedagogy. Personally, I like to study and improve my mind, and I think it's a matter of personal initiative which has led me to improve myself. I believe that education is a key aspect for social transformation and it is each person's responsibility to be prepared and updated.
ReplyDeleteGenerally speaking, I think teacher training is very poor. From content-perspective, there are very few spaces in which didactics are learned, skills that are the ones that finally allow didactic transposition. As for pedagogy, the classes were too basic, broad, and included little reflection. Additionally, although a teacher is largely formed in practice, in teacher training programs there were no instances to practice prior to the professional practice that is done at the end of four years of study.
Chilean teacher
Julia,
ReplyDeleteYou sound like an energetic and inspirational teacher -- one that wants to do what is best for the students before you. In fact, it seems that you are very much interested in developing as a professional. Melanie, Isabella, and Sam share similar interests. They talk about learning from their colleagues through classroom visits, inquiry groups, and online forums.
I, too, have learned so much about myself as teacher from my colleagues. Several of us meet monthly to explore curriculum issues and our teaching questions. We use our students' work to inform our thinking. By describing what students can do, we have come to understand ways to improve our practice. We often meet to develop curriculum. Sometimes we observe each other teach. Other times, we read and discuss books. Through our work, we have developed strong bonds and a collective voice. It has been a powerful journey for me.
When you return to classroom teaching, look around. Perhaps there shall be another like minded (or not so like minded) colleague who is waiting for the invitation to delve deeper into what it means to teach.
I also remember the words of my mentor. She shared with me this phrase that I hold onto. It pops up into my head when I need encouragement most - inches matter. Developing professionally is a life long adventure and quite fruitful when done in tiny increments.
Good luck with your studies.
Therese