Showing papers by "Pam Grossman published in 1989"
TL;DR: Grossman investigated the influence of subject-specific course-work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teacher as discussed by the authors.
Abstract: Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teacher...
326 citations
Journal Article•
TL;DR: In an address to the Southern Legislative Conference in 1986, former Secretary of Education William Bennett asked legislators to consider dropping requirements that teachers complete professional programs to earn teaching credentials, arguing, ‘We need to attract the best people to teaching, whether they are professional educators or not. Get rid of the mindless paper credentials.
Abstract: In an address to the Southern Legislative Conference in 1986, former Secretary of Education William Bennett asked legislators to consider dropping requirements that teachers complete professional programs to earn teaching credentials, arguing, ‘We need to attract the. best people to teaching, whether they are professional educators or not. Get rid of the mindless paper credentials.“’ Bennett went on to suggest that teachers should need to demonstrate evidence only of their subject matter knowledge, their good character, and their ability to communicate with youngsters in order to qualify for teaching. The former secretary’s remarks reflect a more general perception that teacher education offers little of value to prospective teachers, its completion resulting only in a meaningless credential rather than in the mastery of a professional body of knowledge and skills necessary for teaching. Although the majority of teachers in this country enter teaching only after completion of a formal program of teacher preparation, many teachers in independent and parochial schools begin to teach with no formal professional preparation. As states such as California and New Jersey are beginning to experiment with waivers of traditional university-based teacher education for new teachers entering public school teaching, researchers need to examine more closely the implicit assumptions underlying both these initiatives and Bennett’s remarks-that teacher education has little to offer prospective teachers who are well prepared in their subject matter and inclined to teach. This article explores the pedagogical content knowledge-knowledge of how to teach a particular subject-of three beginning secondary-school English teachers, all of whom entered teaching with strong backgrounds in
157 citations