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ERIC Number: EJ795297
Record Type: Journal
Publication Date: 2004
Pages: 6
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: ISSN-0737-5328
Why I Will Not Become a Teacher
Wolter-Gustafson, Melissa
Teacher Education Quarterly, v31 n4 p85-90 Fall 2004
The author of this article describes why, while as a student in the Northeastern University teacher preparation program, she chose not to become a teacher in the public schools. She felt that her philosophy of education, stemming from the concept of the person-centered classroom as espoused by Carl Rogers and Jerome Freiberg in "Freedom to Learn," clashed with today's accountability-driven educational climate. She argues that the Commonwealth of Massachusetts is increasingly stepping into the classroom and removing control from the teacher and students, and as such, it seems intent on continuing on its current path towards an educational system in which accountability and standards through high-stakes testing, rather than student learning, are the goals. She states that, although accountability and standards are certainly worth striving for, the methods of achieving them, namely the Massachusetts Comprehensive Assessment System (MCAS), serves to punish students by denying them diplomas rather than serving to reform schools and teachers that are failing students.
Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System