The Initial Education of High School Teachers: A critical review of major issues and trends

Abstract

This paper draws on major research findings in international literature in order to provide a critical review of a number of key issues and trends in the initial education of high school teachers. Firstly, this paper contextualizes the prevalent discourse surrounding the field of initial teacher education (ITE) and explores the effect that this discourse has on the conceptualization of teachers' work. Secondly, this paper focuses on the debates regarding the most propitious site for the teacher education enterprise, the programme structure for ITE, the field placement or practicum, the relationship between subject study and pedagogy, and the overall effectiveness of teacher education. The paper concludes by considering the new challenges that the field of initial teacher education must confront and the implications of such challenges for the ITE curriculum.

“Silence Does Not Sound the Same for Everyone”

“…Yet both student teachers by the end of their course had made subtle shifts and changes to their thinking through a critical engagement with and challenge to their own beliefs and values. This perhaps reflects a movement away from what Sultana (2005) suggests is the traditional academic model of teacher as professional where assimilation and socialization into the existing models in schools may hold sway. Instead this chimes with teacher as a critical agent for change through formal or informal research into practice (Sachs, 2003).…”

Reflections on the Teacher Education System Overhaul (TESO) program in Ethiopia: Promises, pitfalls, and propositions

“…Sultana (2005), citing McDiarmid et al (1989), indicated that the application of student-centred teaching methods depends on the depth and breadth of teachers' subject matter knowledge. When teachers lack depth and breadth in their subject matter knowledge, they emphasize direct instruction methods so as to J Educ Change (2008) 9:281-304 293 minimize the risk of falling into unknown or doubtful areas.…”

“…Others contend that pedagogical preparation not only enhances the performance of students but also contributes to retaining teachers in the teaching profession (Darling-Hammond 2000b). Many writers in teacher education agree that teacher preparation should include subject matter, professional courses, and adequate field experiences (Buchberger 2000;Shulman 1987;Sultana 2005). Wilson et al (2002) reviewed studies that assessed the effect of the various components of teacher education on students' learning.…”

“…While straight-jacketing or tying teachers' subject matter knowledge to school curricula could have an impact on teachers' readiness to apply learner-centered teaching methods (Sultana 2005) and on the development of pedagogical content knowledge, it seems that efforts are directed to developing pedagogical content knowledge.…”

Teacher Professional Standards, Accountability, and Ideology: Alternative Discourses

“…It functions in support of a neo-liberal economic agenda (Sultana, 2005;Apple, 2001;Smyth, 2006;Hartley, 1997) and appropriates the technicist language typically used in the business sector. The following example, from Australia, quite vividly demonstrates this issue:…”