Week 2, Post 2 (First, Blow up the Ed Schools / Kitchen Table Math)

I later posted to a patently inflammatory thread about the state of education schools in the country. While I do not agree with the sentiment that education schools should be blown up (I do feel that St. John's offers a solid education), I can certainly identify with the thrust of her criticism leveled at education schools/colleges/universities. First, Blow up the Ed Schools started with the observation that teacher preparation has traditionally focused on process-oriented ed courses rather than content courses.

I chimed in by agreeing wholeheartedly. I expressed dismay that not once have I received direct instruction regarding the material that I am responsible for conveying to my students. I am a seventh and eighth grade math teacher, and while I have personally far surpassed pre-algebra, knowing does not necessarily equate to effective teaching. I feel that education schools should make teachers experts in their respective fields. I have been exposed to a whole lot of theory, which theoretically enhance classroom instruction, but have I ever received guidance from a professional regarding how to effectively teach algebra? No, not at the university level and not through professional development.

I do not understand. I concluded with this thought.

"Wouldn't we all feel a lot better if our elementary school teachers were actually taught "how" to teach fractions effectively, or are we all content to leave our educators to their own devices so that they can reinvent the wheel?"

There was actually a very instructive response citing an educator who graduated in 1956. Apparently, the NYC school she worked in brought in an expert to thoroughly teach a method for teaching spelling. The commenter snidely remarked that back in the day, professional development seemed to actually be professional development. An expert would come in to impart their knowledge, and then teachers would apply it. I believe that it is high time that education schools supplement theory with material that zeroes in on the nitty-gritty of teaching a particular course.