What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education programand recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue–ribbon commission sponsored by the National Academy of Education.
With two million teachers entering the workforce in the next decade, A Good Teacher in Every Classroom offers a blueprint for educating this new generation of teachers. The book is filled with solid recommendations for helping new teachers develop a basic understanding of education, teaching, and learning. And, it explains why and how teachers must learn to connect with different cultures, develop curriculum that meets students′ learning needs, manage common behavior problems, and assess academic progress.
Preface and Acknowledgments ix
Committee on Teacher Education xi
The Focus and Organization of This Report 3
1 What Do Teachers Need to Know? 5
Knowledge of Learners and Their Development 7
Knowledge of Subject Matter and Curriculum Goals 14
Knowledge of Teaching 17
In Sum . . . 27
2 How Can Teachers Acquire the Knowledge They Need? 29
How Teachers Develop and Learn 31
Problems of Learning to Teach 32
3 Implications for Teacher Preparation 37
Promising Pedagogies 41
In Sum . . . 50
4 Policy Recommendations 53
Development and Accreditation of Preparation Programs 57
Licensure Reform 60
Recruitment and Retention of New Teachers 63
About the Editors 83
Joan Baratz–Snowden is director of Educational Issues at the American Federation of Teachers (AFT). She was vice president for Education Policy and Reform and for Assessment and Research at the National Board for Professional Teaching Standards.
Since 1965, the National Academy of Education (NAE) has sought to advance the highest quality education research and its use in policy formation and practice. NAE is an honorary membership society of the most respected scholars of education from the U.S. and other countries. In addition to this book, the Academy sponsored Preparing Teachers for a Changing World, which provides the research foundations for the recommendations contained here.