My Take On OISE’s Teacher Education Program Expansion
Last year, I wrote a series of posts in response to Ontario’s plans to expand its teacher education program.
Getting No Respect: Teacher Education Programs
Last year, I wrote a series of posts in response to Ontario’s plans to expand its teacher education program.
Getting No Respect: Teacher Education Programs
Positive Practicum Experiences
Pulling It Together: The People Puzzle
Now that the Ontario Institute for Studies in Education (OISE) has decided that its expansion will take the form of a five-semester Masters degree level program, I have been asked for my reaction. Relying on the work of Linda Darling-Hammond, John Hattie and others, what I wrote last year still applies, namely that expanding teacher education programs will provide:
- more stress on how teachers think as they teach, and develop habits of thinking to promote evaluating their impact on student learning as they teach;
- more coherence among faculty members and between teachers in teacher education and teachers in schools (a rough consensus on what good teaching – and how we know – would be a good start;
- more authentic and systematic partnerships among universities and schools, especially those in struggling communities, would be a key long-term goal;
- better theory, policy, and practice connections;
- more explicit exploration (including teachers in the field and teacher educators, as well as student teachers) about our underlying assumptions about teaching and learning;
- much more systematic professional development in all sectors of education.
For too long teacher education has been the ignored stepchild of the system. If nothing else the discussions around the future extended program are positive. But if we do not set and support learning goals for teachers in all stages of our careers, monitor our progress, and provide quality feedback within a coherent system from initial teacher education through the lifespan of a teaching career, it shall be for naught.
There may be other implications in a shift towards the graduate education side of things, as there has been in American colleges. I note that American teacher education gets its share of criticism, regardless of the nature of the “programs” (note the quotes given my comments about the need for coherence).
For too long teacher education has been the ignored stepchild of the system. If nothing else the discussions around the future extended program are positive. But if we do not set and support learning goals for teachers in all stages of our careers, monitor our progress, and provide quality feedback within a coherent system from initial teacher education through the lifespan of a teaching career, it shall be for naught. Even if we offer expanded courses in special education, culturally responsive teaching and throw in large dollops of tech, my reading of the historical record does not inspire me with confidence.
Meet the Expert(s)
John J C Myers
Currently a curriculum instructor in social studies and general teaching strategies, John has worked from Grades three to adult in four provinces and three countries over four decades. Current interests include exploring innovative yet practical ways to teach and assess using familiar strategies (co-operative learning) and helping busy teachers make sense of all the ideas thrown at them.
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