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ERIC Number: EJ864400
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0022-4871
Revitalizing Teacher Education by Revisiting Our Assumptions about Teaching
Hess, Frederick M.
Journal of Teacher Education, v60 n5 p450-457 2009
The state of teaching and teacher education is the result of more than a century of compromises and adjustments demanded by the exigencies of another era. During the late 19th and early 20th centuries, the teaching profession was designed to match the rapid expansion of schooling. It relied on a captive pool of inexpensive, educated female labor and assumed little in the way of a professional knowledge base. Teacher preparation and development were designed accordingly. Today, would-be reformers should recognize that the machinery and assumptions that once made sense may be ill suited for contemporary opportunities and challenges. Preparation programs are predominantly overseen by institutions of higher education that are constructed with the expectation that most aspiring teachers will decide upon a lifelong teaching career while enrolled in college. The job of a K-12 "teacher" has remained markedly undifferentiated and static over the past century, despite advances in technology and communications. If we unshackle ourselves from the legacy of once-reasonable but now-constraining assumptions and arrangements, what new ideas might guide smarter approaches to attracting talent to teaching? (Contains 1 note and 1 footnote.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A