Abstract
To each of a dozen common charges against formal programs of teacher education a personal response is made. Among other responses, it is argued that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; and as in other fields, accomplished performance will develop - if it ever develops - only over many years of effortful, deliberate practice. It is argued that programs of teacher education can offer the novice teacher the findings, concepts, principles, technologies, and theories from educational research that are relevant to teaching and learning, as they are provided to other professionals before they enter their fields of practice. It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 358-371 |
| Number of pages | 14 |
| Journal | Journal of Teacher Education |
| Volume | 51 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jan 1 2000 |
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ASJC Scopus subject areas
- Education
Cite this
A personal response to those who bash teacher education. / Berliner, David.
In: Journal of Teacher Education, Vol. 51, No. 5, 01.01.2000, p. 358-371.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A personal response to those who bash teacher education
AU - Berliner, David
PY - 2000/1/1
Y1 - 2000/1/1
N2 - To each of a dozen common charges against formal programs of teacher education a personal response is made. Among other responses, it is argued that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; and as in other fields, accomplished performance will develop - if it ever develops - only over many years of effortful, deliberate practice. It is argued that programs of teacher education can offer the novice teacher the findings, concepts, principles, technologies, and theories from educational research that are relevant to teaching and learning, as they are provided to other professionals before they enter their fields of practice. It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers.
AB - To each of a dozen common charges against formal programs of teacher education a personal response is made. Among other responses, it is argued that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; and as in other fields, accomplished performance will develop - if it ever develops - only over many years of effortful, deliberate practice. It is argued that programs of teacher education can offer the novice teacher the findings, concepts, principles, technologies, and theories from educational research that are relevant to teaching and learning, as they are provided to other professionals before they enter their fields of practice. It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers.
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UR - http://www.scopus.com/inward/citedby.url?scp=0034311193&partnerID=8YFLogxK
U2 - 10.1177/0022487100051005004
DO - 10.1177/0022487100051005004
M3 - Article
AN - SCOPUS:0034311193
VL - 51
SP - 358
EP - 371
JO - Journal of Teacher Education
JF - Journal of Teacher Education
SN - 0022-4871
IS - 5
ER -