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I would generally agree, though I think the damage, or rather, the insult to injury, would be lessened if they actually made students read theoretical works instead of giving incredibly poor summation of it.
For all of the preening about it, has anyone been forced to actually read Dewey or Gardner?
The funny thing, though, is that our measurements for the impact of teacher preparation are less than stellar. We are still in a position of not really being able to point to whether either pedagogical instruction or core content areas actually has an impact on student outcomes.
Surely they (or either) can, but we can't quite prove it!
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Advocating for taking a road that we cant prove will be good for us is a common problem in Western Culture today, but what is so much worse are claims that we KNOW! that what we are doing or calling for is the right thing to do because it has been proven when we dont know...often because we never bothered to go find out.... we lie our asses off. This happens constantly in America today. We also have developed a very nasty habit of choosing to do things that dont work very well but then being unable to figure out that they dont work very well(or maybe even worse we just dont give a ****), we so often dont make adjustments, which accounts for a huge share of the rot of America and Western Civilization as well.
Ya, I cant prove that a rich and deep understanding of the field will help be a better teacher to mostly entry level students, this is an intuitive belief of mine based off of my life as a student and as a teacher.
Your argument on the need to spend quality time with the source material is one that I have heard before, one that I groove with based upon all my days spent in the library of Michigan State reading back into the archives. I cant quite put my figure on the magic that happens, but it is similar to listening to great music when everyone else is found reading reviews of the music and biographies of the artist.
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