Globalism and teacher education

Few matters are more important than the quality of the teachers in our nation's schools. Yet, few matters are as neglected. This grievous situation, in considerable measure, is the fault of a society whose values are confused. These words reflect the opening remarks of John Goodlad in his book, Teachers for Our Nations' Schools (1990). Judging from our personal experience and insights as university professors, some aspects of Japanese education are similar to the problems in the United States described by Professor Goodlad. Despite new educational legislation and despite the efforts of universities and colleges, both public and private, the best and the brightest have not always been recruited to the teaching profession. In the Japanese context, intense competition for teaching jobs permits the screening of applicants. The selection of applicants for teaching positions depends on the capabilities of the candidates. Less attention is paid to their level of initiative and commitment. Unfortunately, many bring a nine-to-five ethos to the profession. Today in Japan, doubt and skepticism exist where certainty and confidence used to reign. The teacher's task is increasingly viewed just as an occupation or as simply a means of earning a living. Few see teaching as

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• An attainable global perspective

  Robert G Hanvey, Robert Hanvey•Theory Into Practice•1982

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