Very amusing
For the last year of my life, the MAT program has repeatedly emphasized the importance of high teacher expectations. I even have the citation memorized - National Research Council, 2004. Learning experiences are maximized when they are characterized by meaningful relationships with caring teachers who maintain high expectations. Santrock (2005) agrees, claiming that high teacher expectations are linked to higher student achievement. Clear enough, right? I'll even go so far as to say I witnessed this during student teaching.
I realize that differences of opinion are inevitable, but this quote seemingly contradicts everything we've been taught. I'd like to think that my professors display high expectations; they certainly seem to believe we're capable of cranking out a bazillion last-minute assignments (mostly because they forgot about the requirement, if you ask me). Thankfully I don't think Yost, Sentner, or Forlenza-Bailey are employed at my university, or I'd have even more of a problem with their statement: "...many teacher educators hold strong beliefs that preservice teachers are incapable of higher thought." Straight from p. 46 in the Journal of Teacher Education, 51(1) 39-59, as pointed out to me by a fellow MATer.
I'd like to think that my professors disagree. Granted, I'm not a philosophical genius, but I can analyze, think critically, and reflect quite well, thank you. I know that quantity does not ensure quality, but it may take a small forklift to transport my portfolio to the car this afternoon. I think I'm speaking in behalf of our entire program: the meager selection of dividers & sheet protectors at Staples seems to indicate that we're all at least capable of enough higher thought to complete the requirements (endless analysis & reflection) for this program.
Perhaps I should read the entire reference before I get completely wound up. If anyone's incapable of higher thought, I think it's probably people making decisions for the SOE. I should restrain my true thoughts on the matter, but I wholeheartedly disagree with their decision to fire a certain professor. We've all learned more from him in one year than we ever learned from all of our undergraduate professors combined. I know I'm not alone in that view. And the million-dollar instructional lab that he built & designed & stocked . . . it's all going to be wasted, when it could have been used beautifully to carry out the research upon which they seem so fixated. I'm glad I entered the program when I did. I really feel that next year's science cohort will receive a sub-standard education, and I'm not even sure I can really recommend this program as strongly to other aspiring science teachers anymore. But apparently I'm not capable of higher thought, so I must be missing the point.
I'm procrastinating. I need to choose 5 principles to discuss & defend, and decide whether or not to "upgrade" to the next size binder, for the 3rd time.
I realize that differences of opinion are inevitable, but this quote seemingly contradicts everything we've been taught. I'd like to think that my professors display high expectations; they certainly seem to believe we're capable of cranking out a bazillion last-minute assignments (mostly because they forgot about the requirement, if you ask me). Thankfully I don't think Yost, Sentner, or Forlenza-Bailey are employed at my university, or I'd have even more of a problem with their statement: "...many teacher educators hold strong beliefs that preservice teachers are incapable of higher thought." Straight from p. 46 in the Journal of Teacher Education, 51(1) 39-59, as pointed out to me by a fellow MATer.
I'd like to think that my professors disagree. Granted, I'm not a philosophical genius, but I can analyze, think critically, and reflect quite well, thank you. I know that quantity does not ensure quality, but it may take a small forklift to transport my portfolio to the car this afternoon. I think I'm speaking in behalf of our entire program: the meager selection of dividers & sheet protectors at Staples seems to indicate that we're all at least capable of enough higher thought to complete the requirements (endless analysis & reflection) for this program.
Perhaps I should read the entire reference before I get completely wound up. If anyone's incapable of higher thought, I think it's probably people making decisions for the SOE. I should restrain my true thoughts on the matter, but I wholeheartedly disagree with their decision to fire a certain professor. We've all learned more from him in one year than we ever learned from all of our undergraduate professors combined. I know I'm not alone in that view. And the million-dollar instructional lab that he built & designed & stocked . . . it's all going to be wasted, when it could have been used beautifully to carry out the research upon which they seem so fixated. I'm glad I entered the program when I did. I really feel that next year's science cohort will receive a sub-standard education, and I'm not even sure I can really recommend this program as strongly to other aspiring science teachers anymore. But apparently I'm not capable of higher thought, so I must be missing the point.
I'm procrastinating. I need to choose 5 principles to discuss & defend, and decide whether or not to "upgrade" to the next size binder, for the 3rd time.
posted by Kat at
10:40 AM
2 Comments:
Here's your quote in context:
"A further obstacle to the development of critical reflection by preservice teachers is the limited exposure of teacher educators to the teacher education literature. Many doctoral programs that prepare teacher educators focus on curricula, instruction, and research specific to a major. Lack of exposure to important teacher education research, such as reflection, ill prepares teacher educators for understanding the vital importance of developing critical thinking in novice teachers. We believe many teacher educators hold strong beliefs that preservice teachers are incapable of reaching higher levels of thought. The result translates to limited vision by the teacher educator and, concomitantly, no preparation of preservice teachers in this important area."
It's an interesting article, and if you're really pressed for something to do after student teaching, I'd be happy to give you a hard copy. ;)
As for the loss of your particular educator, I'd be happy to talk about that at some point...
By
phd me, at 12:24 PM
Thanks for the quote; I'd love a copy of the article. I hope to make a dent in my ever-increasing pile of intended reading.
About the other issue ~ sure, let's talk.
By
Kat, at 12:04 PM
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