Document Type
Focus Area Six
Abstract
"While we talk, the state legislature is passing bills that will render impossible what we are proposing" (Goodlad, 1990, p. 96).
Why bother to go through demanding, time-consuming efforts of program renewal when one must ultimately simply adopt or adjust to state-imposed requirements (Goodlad, 1990).
Instead of rigidly prescribing the details of teacher education, states should give to teacher educators the full authority they need to create exemplary teacher education programs and then hold those educators responsible (Goodlad, 1990).
As a member of a national commission on excellence in teacher education, I heard reverberated across the nation the sentiments expressed in the first two statements quoted above. And as a current teacher educator striving for excellence in teacher preparation, I wholeheartedly support the third statement. There is no doubt in my mind that reform in teacher education is doomed to failure unless the role of the state in teacher education becomes less intrusive and more collaborative and research-based. It is disquieting to read in the Handbook of Research on Teacher Education that the use of research to develop state standards for teacher preparation is almost totally lacking.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
242
Last Page
244
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
Schiffgens, Michelle
(1992)
"State Relationship - Postulates Eighteen and Nineteen,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 51.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/51
