The Preparation of Teachers: An Unstudied Problem in Education

By Seymour B. Sarason | Go to book overview
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3
A Classroom Day

One of the points we tried to make in the first two chapters was that there is a marked discrepancy between the stated aims of teacher-training programs and the manner in which these aims are implemented. Although everyone very readily agrees that the teacher must be an astute observer and psychological tactician, the procedures whereby these skills are to be obtained are either nonexistent or ineffective. As a result of intensive and extensive observations in elementary school classrooms, another kind of discrepancy became clear to us: It is one thing to talk about the training of teachers and quite another to talk about teachers' experiences and behavior once they are actually functioning in a schoolroom.

Any discussion of teacher training should involve several questions: What, after all, are the day-to-day experiences of a teacher? What relevance do these have for teacher training? How do teachers differ in their reactions to these experiences? This discussion of the experiences and behavior of teachers, therefore, will have two parts: The first will be a presentation and discussion of the events of one teacher's day; the second will examine different teachers' methods of

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