Teacher preparation programs  

Oleh:

Borman, Kathryn M. ; Mueninghoff, Elaine ; Cotner, Bridget A. ; Frederick, Phyllis Bach

Jenis: Article from Books - E-Book
Dalam koleksi: International handbook of research on teachers and teaching, page 123-140.
Fulltext: inter9.pdf (133.72KB)

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The landscape of teacher preparation must address the enormous pressures that face today’s teachers. In the United States currently, teachers are under intense scrutiny while addressing the changing needs of students who are both increasingly diverse and polarized with respect to their socioeconomic status. Moreover, teachers face stringent requirements for accountability under the rubric of No Child Left Behind (US Department of Education, 2007). Furthermore, teacher preparation leader Darling-Hammond suggests the call for a national policy to facilitate schools in addressing the intellectual needs of the twenty-first century (Darling-Hammond, 2007). Students need access to quality education and teachers to prepare them for their futures. Research indicates that a knowledgeable teacher is better equipped to facilitate student learning then teachers who have not been academically prepared (Olson, 2000). To address these complexities, colleges of education are attempting to adapt their traditional models of teacher education. In addition, new alternative routes to certification of teachers are being implemented throughout the nation (Bradley, 2007). These reform efforts have had varying degrees of success. Teachers’ formidable task is to prepare youth to take their places in a global society that continues to change dramatically. No one can accurately predict what US society will look like in coming decades; however, children in US schools today will be expected to take their places, accept leadership roles, populate the workforce, solve world problems and pass a useful legacy to coming generations of youth. According to a recent survey as many as two-thirds of Americans believe that if we fail to make appropriate reforms with the US education system, our ability to remain globally competitive will be compromised within the next decade. This is particularly true in the area of mathematics and science if the United States wants to maintain an edge in the global economy and be competitive with nations such as China, India and Japan. High school graduates must be better prepared for college and technical jobs in this ever changing modern economy (Peter D. Hart Research Associates Inc. and Winston Group, 2006). All this will happen in a complex, interconnected technological world that we can only imagine but for which we must assist in guiding the preparation of teachers (Shulman, 2006). Some educators and policymakers believe the teacher education programs currently in place do not adequately prepare participants to become effective educators (ECS Education Policy Issue Site, 2007). Pressures are enormous; teacher preparation must begin by reflecting on the expectations for the role of today’s teacher (Seed, 2008).

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