Are We Adequately Preparing Future Teachers?

November 5, 2004
The debate of what teachers need to know before entering the classroom got raised in my individualized instruction class the other day, and I want to make a few comments on that.
When posed with the question of what teachers need to know, the most popular answers are: a) the subject they teach, b) teaching methods and c) knowledge of various learning styles (Barakett and Cleghorn, 2000, p.52). Despite this knowledge, universities across the country continue to inadequately prepare graduates in all three of these areas.
At the University of Lethbridge for example, I was required to take seventeen courses in my proposed major (all of which undoubtedly exceed the level of knowledge I will be teaching my future students), and only one education class centred on how to teach my proposed major. To me, this seems backwards. I think the university focuses too much on becoming an expert in our chosen majors instead of telling us how to share our acquired knowledge with others. This happens despite the fact that good teachers are not necessarily the experts in their field, but the ones that make learning a reality in their classroom. Learning can only occur if the teacher is successful in transmitting the knowledge they have acquired to their students in an effective manner.
As far as teaching methods are concerned, we are provided with a few examples that have proven to be effective while in the faculty of education. However, if your teaching style doesn’t match any of these methods, you are left high and dry to figure out by trial and error what works for you. This is also not fair. We should be provided with resources that dictate other teaching methods available, or the education classes should be more student-directed so that our peers will model other examples of teaching methods not addressed by the main professor.
As far as becoming aware of different learning styles is concerned, there is only one class at the University of Lethbridge that deals with differentiated instruction extensively, and it is not mandatory. Considering that every classroom is incredibly unique as a result of the inclusion movement and increasing cultural diversity, this is not necessarily a smart decision. Up and coming teachers will more than likely encounter diversity in their practicum experiences, and most will not have the tools to effectively deal with the situation. This provides unnecessary frustration, increases the likelihood of dropping out, and/or leads to early career switching. Although we don’t want to scare new teachers, we must prepare them for reality.
If we really believe that teachers need to know the subject their teaching, teaching methods, and knowledge of various learning styles, we honestly need to take a look at modifying how we prepare up and coming teachers for their future responsibilities.