Generalizations in Teacher Education

Abstract

The authors contend that the temptation to generalize about the problems and potential solutions facing teacher education are often simplified to the point of being misleading. Sensible policy decisions based on research findings require that attention be given to the complex profile of supply and demand and teacher ability; these issues should be explored in consideration of local demand and specific content-area needs. The authors posit that the academic ability of teachers is not adequately characterized by broad generalizations; teachers who achieve licensure in specific content areas appear to have much stronger academic profiles than those who achieve elementary, physical, and special education licenses. The mere act of raising passing standards for teacher licensure tests will not achieve desired effects unless serious attention is given to the recruitment and retention of highly qualified candidates, with particular emphasis on actions necessary to develop a demographically diverse teaching force.

Understanding the Impact of Accountability on Preservice Teachers’ Decisions About Where to Teach

“…Teaching is a unique occupation in that it is largely a female pursuit (Laird, 1988), lacks a defined body of expert knowledge (Lucas, 1997), is marked by relatively easy entry (Darling-Hammond, 2000a, b;Gitomer & Latham, 2000), provides varying and sometimes paradoxical degrees of professional autonomy and control (Ingersoll, 2003), serves a captive student body and public demands (Hurn, 1993), and yields a paucity of material benefits (Dworkin, 1987). These features all contribute to the degraded social esteem given teachers, but there is also simultaneously quite a positive regard for the service-oriented, moral nature of teaching.…”

Standing at the Crossroads: Multicultural Teacher Education at the Beginning of the 21st Century

“…There is evidence that in some states teacher tests-like other tests historically biased against minorities-may play a role in the decline of minority participation in the teaching profession (Gitomer & Latham, 2000) by discouraging interest among minorities and/or prompting tighter admissions standards for university-based programs. There is evidence that in some states teacher tests-like other tests historically biased against minorities-may play a role in the decline of minority participation in the teaching profession (Gitomer & Latham, 2000) by discouraging interest among minorities and/or prompting tighter admissions standards for university-based programs.…”

Recruiting and Retaining Culturally and Linguistically Diverse Teachers in Special Education: Models for Successful Personnel Preparation

“…Researchers maintained that standardized tests such as the PRAXIS represent additional barriers to the recruitment of minority teachers and greatly contribute to the low minority representation (Dilworth, 1990;Gifford, 1985). Others suggest that these tests are biased against minority students because a higher number of these students do not pass and, as a result, these tests increase overall inequities (Gitomer & Lathan, 2000). Lewis (1996) purported that, while role models enhance a child's impression of his or her potential, there is an even more important goal in securing a racially and ethnically balanced teaching population.…”