Teacher Preparation in the United States: History, Current Conditions, and Policy

Kelly Kolodny and Mary-Lou Breitborde trace the origins of teacher preparation in the United States, exploring how historical periods have influenced it, and propose recommendations for policy changes to diversify the teacher workforce, develop strong connections with families and communities, emphasize teaching for deep understanding, and prepare teachers with a global consciousness.

Format: Hardback
Length: 272 pages
Publication date: 23 June 2022
Publisher: Emerald Publishing Limited

The origins of teacher preparation in the United States can be traced back to informal training, academies, seminaries, institutes, and the establishment of state normal schools in New England. Over time, these models expanded geographically, in substance, and form, reaching the South and West. Kelly Kolodny and Mary-Lou Breitborde, in their book, explore the historical evolution of teacher preparation in the U.S., highlighting specific historical periods that have shaped this field.

Western expansion, industrialization, the Civil War, Reconstruction, and retrenchment, the Progressive Era, and the mid-to-late twentieth century are among the periods that have significantly influenced teacher preparation in the U.S. Each of these periods brought with it unique contextual issues and themes, which were intertwined with the purposes, policies, and practices of formal teacher preparation.

The authors of the book discuss contemporary issues shaping teacher preparation in the United States. They identify a range of challenges, including the need to diversify the teacher workforce, the importance of developing strong connections with families and communities, the need for curricula that prioritize teaching for deep understanding, the importance of antiracist teacher education and culturally sustaining pedagogy, the significance of addressing social-emotional learning, the innovative use of new technologies, and the preparation of teachers with a global consciousness.

Based on their analysis and recommendations, the authors propose policy changes to address these challenges. They advocate for diversifying the teacher workforce by increasing the representation of marginalized groups, such as racial and ethnic minorities, women, and individuals with disabilities. They also emphasize the importance of building strong partnerships with families and communities to support student learning and well-being.

Curricula that prioritize teaching for deep understanding and promote critical thinking skills are crucial for preparing teachers to meet the demands of the 21st century. Antiracist teacher education and culturally sustaining pedagogy are essential in addressing systemic racism and promoting equity and inclusion in the classroom. Social-emotional learning is also becoming increasingly important as students face various social and emotional challenges.

The innovative use of new technologies, such as virtual reality, augmented reality, and online learning platforms, can enhance teacher preparation and student learning. However, it is important to ensure that these technologies are used in ways that are equitable and accessible to all students.

Finally, preparing teachers with a global consciousness is essential in an increasingly interconnected world. Teachers need to be aware of the diverse cultures, perspectives, and experiences of their students and be able to provide culturally responsive teaching that promotes understanding and respect.

In conclusion, the origins of teacher preparation in the United States can be traced back to informal training and academies in New England. Over time, these models expanded geographically, in substance, and form, reaching the South and West. The book by Kelly Kolodny and Mary-Lou Breitborde explores the historical evolution of teacher preparation in the U.S., highlighting specific historical periods that have shaped this field. Contemporary issues shaping teacher preparation are discussed, and recommendations are proposed for policy changes to address these challenges. By diversifying the teacher workforce, developing strong connections with families and communities, prioritizing teaching for deep understanding, addressing antiracist and culturally sustaining pedagogy, addressing social-emotional learning, utilizing innovative technologies, and preparing teachers with a global consciousness, the U.S. can ensure that its teachers are well-prepared to meet the needs of its students and contribute to the development of a more equitable and inclusive society.

Weight: 434g
Dimension: 160 x 237 x 20 (mm)
ISBN-13: 9781800716889