Have you been paying attention to the studies into why Finland has such great student outcomes? Seems to be a result of making entrance to teachers college very selective, and paying them like professionals instead serfs. Somehow, they've instilled a desire for education in the populace. Finland was having a collapsing economy and decided that poor education was a major contributing factor, and something that they could do something about. The results have been positive.
On Fri, Dec 20, 2013 at 5:40 AM, Dan Penoff <d...@penoff.com> wrote: > As someone who graduated magna cum laude from a very highly rated school > of education in the nation, I sort of take umbrage at some of the > comments.... > > Pedagogical skills are critical to the transfer of knowledge. If the > teacher doesn't understand how their students learn or knowledge is > transferred, they're wasting their time and that of their students. Just > because one knows the subject matter doesn't mean they can teach it. This > is a common fallacy and often the reason why very knowledgeable people > can't teach worth a damn. > > I have a perfect example right now in a Cisco class I'm taking. The > teacher is extremely well versed in the subject matter, but he doesn't know > how to transfer the knowledge. I'm betting that fewer than the original 25 > students in my class finish as a result. Those who don't or won't take the > initiative to try and figure things out on their own are already dropping > out. > > Yes, some schools of education are pretty lousy, but I'm sure the same is > true with schools of science, engineering, etc., etc. > > The masters programs that you reference are endemic in education and > probably other disciplines as well. The problem in education is that > advancement in salary is often tied to educational level, therefore, you > have a huge pool of potential customers who are motivated to take the > program for one reason only, and not the "true" reason for getting the > additional education. > > Nova, Phoenix and others have been quick to capitalize on this segment of > the population, and their degrees are considered pretty much worthless > within the teaching community. I know someone who got a "doctorate" in > under three years through one of these degree mills. I refuse to address > him as "doctor" and he knows why, and it pisses him off. He's no more a > doctor as I am. I don't even think he had to do a dissertation. As far as > I know a doctorate (Ph.D.) in a "real" university takes 4-7 years. > > The College of Education at USF is very rigorous, and requires subject > area candidates to take courses in their respective subject areas in the > corresponding school. That is, if you're a secondary teaching student > specializing in History, you will have a fairly heavy load that is taken in > the History Department of the College of Liberal Arts. I had math courses > taught internally as well as ones in the College of Science, for example. > > My degree is in Varying Exceptionalities (Special Education). Along with > classes in each subject area in the respective colleges I took very > specialized classes that covered a lot of different disabilities, many of > which were taught by faculty from places like our de la Parte Institute of > Mental Health and our College of Medicine. I also had an additional two > semesters of "practicals" at local schools that were centers for students > with disabilities, all directed and conducted by master teachers in those > areas. This was over and above the State mandated required practicals for > a "regular" classroom teacher. > > My cohort was 16 people, all of which were managed by a group of four > professors assigned to us specifically for teaching, managing and directing > the program for two years. We lived, ate and breathed together for the > most part. It was very rigorous, with a high attrition rate. Of the 16 > that started only 9 finished. > > I believe much of what was said is true in that there are some colleges of > education out there that are doing a poor job. However, I also believe > there are others that are very rigorous and do an excellent job of > preparing future teachers for the work they have to do. Much of the > problem, I believe, is due to educational policy being a moving target. > The latest and greatest is a constantly changing thing, requiring > educators to constantly shift their efforts in different directions. We > need consistency and focus on core subjects, and the heck with the latest > foo-foo stuff. > > Dan B.A., B.S., A.A. > > > -- OK Don "They who can give up essential liberty to obtain a little temporary safety, deserve neither liberty nor safety." - Benjamin Franklin 1775 "in this world nothing can be said to be certain, except death and taxes." - Benjamin Franklin 1789 2013 F150, 18 mpg 2012 Passat TDI DSG, 44 mpg 1957 C182A, 12 mpg - but at 150 mph! _______________________________________ http://www.okiebenz.com To search list archives http://www.okiebenz.com/archive/ To Unsubscribe or change delivery options go to: http://mail.okiebenz.com/mailman/listinfo/mercedes_okiebenz.com
