The Educator's PLN

The personal learning network for educators

Is Teacher Education a Myth with no System for Identifying Best Instructional Practices?

 There seems to be a giant flaw in Education hiding like Osama Bin Laden in plain sight and with obvious though probably unintentional complicity from our most trusted allies. We need a transparent and systematic way to identify and vet Best Instructional Practices. This will release organic growth across all aspects of education, and from the bottom-up, where teachers live and work. No teacher can be held seriously accountable for learning outcomes until a string of vested interests, from overly ideological professors to learned societies hoping to sell trendy journals and books, address the elephant in the room: lack of identification of a core curriculum of Best Instructional Practices. Every other profession from hair care to surgery has done so. The current problem is that no one has easy access to what constitutes quality teaching, nor do we seem to realize that we don't know.Teacher Education is too hit and miss, the content of any course depends on the professor to too great an extent. Everyone has had courses with a name and syllabus that does not match its content...this is unacceptable in every profession including ours, but there is no agency able to rectify the injustice of it.

Please explain if there is something wrong with the simple conclusion that we can not claim to be a profession until we address this matter ?

[Below are some sites addressing this flaw and suggestions of two textbook that are very applicable to quick starting a serious step toward a more robust Pedagogical Science: and The two books and as assessment instrument that were decades in the making, and with over 400 references in each, try to honestly report what the research seems to be saying about teaching toward higher literacy at all levels. This is America's and the globe's greatest challenge, overcoming illiteracy is near meaningless without a sustainably educated indigenous population, see: Manzo/Manzo/Thomas (2009) Content Area Literacy (Wiley, Publisher) & Manzo/Manzo/Albee Reading Assessment: A Diagnostic-Teaching Approach (2004) (Cengage, Publisher); and the Informal Reading-Thinking Inventory (Manzo/Manzo/McKenna 1995; 2004)  The entire globe awaits our efforts. Higher literacy, our primary goal, is more than a North African Spring, it is Liberation Education, across the 4 seasons.

 In progress:The Foundation for: This has been a 35 year slog that always seemed an easy fix. Easy hasn't happened so we are getting ready to take it on by the numbers and with personal savings. Help is welcome at every level. Have I got this right?] 

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