ERIC Number: EJ811915
Record Type: Journal
Publication Date: 2008-Mar
Reference Count: 2
"Response to Loomis et al.:" Convergence and Uniformity in Teacher Production--A Catalyst to Create Individualistic Teacher Education Programs
Nagel, Nancy G.
Teaching Education, v19 n1 p11-12 Mar 2008
In the essay, "The logic of convergence and uniformity in teacher production", Loomis et al. advocate that teachers are experiencing a shift from individualistic programs that prepare them toward uniform, common teacher preparation resulting from top-down agenda-setting and mandated regulations. In their theoretical stance, the knowledge and information base is construed by "universalizing a set of standards". Thus, teacher education programs are developed with scant attention to innovation or differentiation between programs at various institutions. Such teacher education programs would be considered by Loomis et al. and by Friedman to be information-poor, uniform and sorely lacking in individualisation. The claim that teacher preparation is becoming uniform should be of high significance and concern to those working in teacher education, whether they believe this or would argue otherwise. In this article, the author poses the argument that those who are well versed in the theory and practice of the preparation of teachers are able to create and implement high-quality programs built upon principles of what teachers need to know and be able to do in the classrooms of today and tomorrow.
Descriptors: Global Approach, Teacher Education Programs, Schools of Education, Educational Environment, Educational Trends, Educational Philosophy, Educational Principles, Economic Factors, Educational Policy, Influence of Technology, Social Change, Institutional Environment, Organizational Culture, Educational Theories, Government Role, Government School Relationship, Knowledge Base for Teaching, Accreditation (Institutions), National Standards, Curriculum Development, Teacher Education Curriculum
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A