Document Type
Focus Area Three
Abstract
There can be little argument that we wish to have teachers in our schools who are literate, who are proficient in reading and communications skills, who can think insightfully and present and defend their points of view persuasively. Potentially divisive issues inherent in Postulate Seven relate more to its form than to its substance. Specifically, we must deal with acceptable definitions of the literacy and critical thinking skills of an educated person, the potentially hidden problems of discrimination and prejudice and the role of professional education programs in enforcing such skill guidelines.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
107
Last Page
111
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
Johnson, Roger P.
(1992)
"Literacy and Critical Thinking Skills of Beginning Teachers: Preparation Program Responsibilities,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 26.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/26
