Are teachers being thrown to the proverbial wolves?
NCTQ argues that some of today’s leaders in education endorse an approach that teachers should “be able to rise to a level of instructional virtuosity that eliminates the need for defined strategies to manage a classroom.”
Some educational leaders maintain “that the teacher candidate should instead learn to ‘manage many kinds of learning and teaching, through effective means of organizing and presenting information, managing discussions, organizing cooperative learning strategies, and supporting individual and group inquiry,’” according to NCTQ.
The report notes that there are some institutions, such as the University of Virginia, that are “paying more attention to research and to the alignment of instruction and practice.”
The report also proposes solutions for states and provides advice to teacher prep programs.
Still, NCTQ’s report leaves more questions asked than answered. For example:
- What should teacher preparation programs teach in terms of classroom management skills, if any?
- How has the perception of what it takes to “manage” students changed over the last few decades? And is this making a difference in teacher prep programs today?
- What is the right research to follow when it comes to teaching in the classroom?
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