A Personal Response to those Who Bash Teacher Education

Bibliographic Data

ID7862268
AuthorsDavid C Berliner (0000-0003-3930-7280, Arizona State University, corresponding author)
Year2000
Volume51
Issue5
Pages358-371
Publication date2000-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0022487100051005004
OpenAlexW2149500513
LanguageEN
Citations received13
References cited5

To each of a dozen common charges against formal programs of teacher education a personal response is made. Among other responses, it is argued that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; and as in other fields, accomplished performance will develop—if it ever develops—only over many years of effortful, deliberate practice. It is argued that programs of teacher education can offer the novice teacher the findings, concepts, principles, technologies, and theories from educational research that are relevant to teaching and learning, as they are provided to other professionals before they enter their fields of practice. It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers

Dozen · Epistemology · Mathematics education · Pedagogy · Professional development · Quality (philosophy) · Teacher education · Teacher Preparation · Behavioral and Psychological Studies · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies

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