ERIC Number: ED415180
Record Type: RIE
Publication Date: 1997
Different Drummers. How Teachers of Teachers View Public Education. A Report.
Farkas, Steve; Johnson, Jean; Duffett, Ann
To explore 900 teacher educators' attitudes about education and public schools, telephone surveys were conducted in the summer of 1997. The findings are summarized in six sections: (1) teacher educators envision classrooms as places where teachers and students are lifelong active learners, education is collaborative, and process is more important than content; (2) they want to discard what they see as outdated teaching and classroom management techniques that the public considers good schooling; (3) their vision of public education is fundamentally different from that of public school teachers, students, and the public; they tend to downplay discipline, basic skills, and good behavior; (4) they are not sure they have adequately prepared preservice teachers to succeed in real classrooms, most feel detached from today's schools; (5) they support a core curriculum and higher academic standards but resist requiring basic skills testing; (6) they consider public education an almost sacred democratic institution that is under siege and unfairly blamed for problems not of its making. Teacher educators also believe that their own programs are unfairly blamed and unappreciated. A response to these findings: "Afterword: Inspired, But Poorly Armed" by Deborah Wadsworth is included. The report concludes with seven tables that present the questionnaire items and results. (SM)
Descriptors: Classroom Techniques, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Public Education, Questionnaires, Teacher Attitudes, Teacher Educators
Public Agenda, 6 East 39th Street, New York, NY 10016 ($10.00).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Public Agenda Foundation, New York, NY.
Grant or Contract Numbers: N/A
Note: Funding for this project was provided by the Thomas B. Fordham Foundation.