Document Type
Focus Area Two
Abstract
In one sense it is virtually impossible to object to Goodlad's (1990) recommendations for a clearly identifiable faculty in teacher education programs. If such programs are to have coherence and integrity, it seems obvious that someone will have to take charge - admitting students, orchestrating the curriculum, and devising some sensible method of evaluating those students and that curriculum. Too often, Goodlad reminds us, our programs have fared badly with the public and with the academy because they have remained stepchildren: they are the second or third priority of tenure-track faculty or the first priority of adjunct faculty and graduate students. Far too seldom, Goodlad argues, is teacher education the major interest of first-rate scholars - even within colleges of education. We must move beyond Goodlad's call for responsible caretakers of teacher education - agreement on that should be easy - and ask instead who those caretakers should be. In fact, I think it is because we have never reached consensus on this second question that Goodlad's Postulate is even necessary.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
81
Last Page
83
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1992 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Marshall, James
(1992)
"Who Should Teach the Teachers? Reflections on Goodlad's Postulate Four,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 20.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/20
