Disrupting Teacher Education
ARTICLE
Meredith Liu
Education Next Volume 13, Number 3, ISSN 1539-9664
Abstract
Teachers are increasingly recognized as the most important in-school factor in student achievement, yet the quality of the country's K-12 teaching force is not up to snuff. Much of the blame has been placed on education schools, which have come under fire for failing to produce enough high-performing teachers. Both initial certification programs, which happen mostly at the undergraduate level, and master's in teaching degrees, which provide additional training to existing teachers, have only a limited impact on teacher effectiveness. There are a handful of celebrated programs, but these produce only a small percentage of total teachers. At the same time, tuition continues to rise. Education schools have long been propped up by a variety of government subsidies, from federal support for tuition to state grants. Recent budget pressures have chipped away at these funds, revealing the true cost of these schools to students. From a societal perspective, such programs appear to be a questionable investment given the limited evidence that they, at least in the aggregate, are actually creating effective teachers. Thus teacher preparation faces both cost and quality problems. Online teacher-preparation programs present an opportunity to change these dynamics. Innovative players are entering the space, including two that are profiled in this article: the Teachers College at Western Governors University and the MAT@USC at University of Southern California's Rossier School of Education.
Citation
Liu, M. (2013). Disrupting Teacher Education. Education Next, 13(3), 26-31. Retrieved August 10, 2024 from https://www.learntechlib.org/p/156879/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Teacher preparation as interruption or disruption? Understanding identity (re)constitution for critical inclusion
Molly Baustien Siuty
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 81, No. 1 (May 2019) pp. 38–49
-
Enrollment and Student Performance in Online and On-Campus Undergraduate Communications Courses
Mark Piwinsky, Indiana University of Pennsylvania, United States; Lacey Fulton, Clarion University, United States; Brittany Fleming, Slippery Rock University, United States; Mary Beth Leidman, Indiana University of Pennsylvania, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 106–112
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.