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eBook details

• Title: Developing a Fitness to Teach Policy to Address Retention Issues in Teacher Education.
• Author : Childhood Education
• Release Date : January 22, 2006
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 197 KB

Description

Teaching, to a large degree, depends on more than just technical skills. The demands of classroom teaching require interpersonal skills and dispositions that are often ignored when determining a preservice teacher's fitness to teach. Admission and retention policies for most teacher preparation programs depend, to a large extent, on a student's grade point average and successful completion of state standardized tests. However, these criteria alone are not indicative of a candidate's future success as a teacher (Baskin, Ross, & Smith, 1996; Haberman & Post, 1998; Riner & Jones, 1993). What Shechtman wrote in 1989 still holds true today: "Skills in human relationships are crucial not only for the affective well-being and growth of students, but also for their intellectual development and motivation to succeed" (p. 243). The National Council for Accreditation of Teacher Education (NCATE) states that "candidates preparing to work in schools as teachers or other professional school personnel [should] know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn" (NCATE, 2002, p. 13). Dispositions, such as personal attitudes, beliefs, values, and perceptions that inform behavior, are the most difficult to assess because of their complexity. Many institutions prefer to concentrate only on knowledge and skills, using numerical criteria and technical skills as the only filter through which to evaluate a teacher candidate's fitness to teach. However, we cannot continue to ignore or avoid evaluating dispositions for teaching. While interpersonal skills may not be the sole predictor of teaching success, the lack of these skills will certainly cause problems in the future and will most certainly lead to early failure as a teacher, more so, perhaps, than even poor technical skills (Byrnes, 1999).

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