Generalizations in Teacher Education

Abstract

The authors contend that the temptation to generalize about the problems and potential solutions facing teacher education are often simplified to the point of being misleading. Sensible policy decisions based on research findings require that attention be given to the complex profile of supply and demand and teacher ability; these issues should be explored in consideration of local demand and specific content-area needs. The authors posit that the academic ability of teachers is not adequately characterized by broad generalizations; teachers who achieve licensure in specific content areas appear to have much stronger academic profiles than those who achieve elementary, physical, and special education licenses. The mere act of raising passing standards for teacher licensure tests will not achieve desired effects unless serious attention is given to the recruitment and retention of highly qualified candidates, with particular emphasis on actions necessary to develop a demographically diverse teaching force.