By Robert V., Jr. Bullough
Representing greater than 20 years of Robert V. Bullough Jr.'s study into the issues of educating and instructor schooling, this e-book offers a suite of guiding ideas that carry promise for attaining more and more strong instructor schooling.
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Extra resources for Counternarratives (S U N Y Series, Teacher Preparation and Development)
Arguably, it is in reference to these two issues that 34 Counternarratives most progress has been made toward reform (Osguthorpe et al. 1995; Smith and Fenstermacher 1999; Sirotnik 2001). Upon their return about a third of the institutional representatives presented the results of the Bennington Conference as a kind of blueprint for beginning reform. This was not the commission’s intention, however: “There is a tendency in the public schools, as in other human undertakings, to have relatively too much confidence in blueprints and pronouncements rather than in widespread study among the people to be affected by the contemplated action” (Prall and Cushman 1944, 199).
Many noted that college graduates who lacked pedagogical training did not know how to manage classrooms or work with children effectively. In particular, they “fail to get the pupil’s point of view. They do not,” Straton Brooks, superintendent of schools for Boston, Massachusetts, stated flatly, “see the subject taught as the pupil sees it. A large majority of them give greater attention to the logical development of the subject than to the development of the logical powers of the pupil. This is due to the fact that the training of these teachers has been largely, if not wholly, academic, and that their professional training, if any, has been incidental and superficial.
Those who held tightly to narrow academic purposes stood in the way of educational progress: “Hence the social world moves on, and the profession remains devoted to old knowledge and old needs preserved by the isolation of the school. When at last the school reacts against our overconservative [sic] traditionalism, the schoolmaster’s devotions are likely to be caught by a new social demand more forceful than real. . The teacher’s chief business is to intermediate between childhood and society.
Counternarratives (S U N Y Series, Teacher Preparation and Development) by Robert V., Jr. Bullough