Preparing Teachers for Tomorrow's Classrooms

By Hirsch, Eric | State Legislatures, October-November 2001 | Go to article overview

Preparing Teachers for Tomorrow's Classrooms

Hirsch, Eric, State Legislatures

State legislatures are examining whether or not new teachers are well prepared to help all students meet high standards.

New teachers leaving the confines of the university for the day-to-and day rigors of teaching face a reality check. Challenging students and difficult classrooms make teaching a tougher job than many expect.

"There needs to be more hands-on classroom management in the teacher prep courses in college," new teachers told the U.S. Department of Education as part of creating a survival guide for new teachers. "My professors hadn't been in a K-12 classroom for more than 10 years." It is no wonder that two-thirds of new teachers do not feel well prepared to interpret student assessment information and to use state or district performance standards.

These criticisms along with impending teacher shortages are propelling legislative discussions on how prospective teachers are trained.

Despite a historical reluctance to legislate in the area of teacher preparation, lawmakers are enacting state policies to hold schools of education accountable and changing what is taught by altering licensing requirements for new teachers and revamping program accreditation.


The nation's 1,300 schools of education have been roundly criticized over the years for both the quality and quantity of their graduates. Many critics point to the low SAT scores of prospective teachers who enter schools of education as an indication of their inability to attract the best and brightest. They point to training that is too focused on how to teach rather than what to teach, and a poor record of preparing educators in the most difficult-to-staff subjects.

"I feel the colleges of education are not doing a very good job," says Florida House Education Committee Chair Jerry Melvin. "They are turning out teachers with general knowledge, but not with in-depth knowledge in core subjects. Many recent graduates tell me they spend too much time on the 'touchy-feely' courses."

Iowa House Education Chair Betty Grund-berg is more upbeat. "Iowa's institutions are doing an excellent job of preparing teachers. Because of the quality of Iowa graduates, our students are being recruited nationwide." Representative Grundberg, though, says that "not all institutions have the same quality graduates," a point which Representative Melvin also makes. "To me there is no consistency. We must speak to this subject and make sure that when someone graduates from one university or the other, we can be assured that the individual is properly educated to teach in our schools. Some colleges and universities are known as diploma mills, yet no one seems to want to get involved in changing them."

Missouri Senator Steve Stoll views his state's preparation programs as having a "mixed record of success," but he acknowledges that "since the early 1990s, schools of education have made great strides by ensuring that prospective teachers get into real classrooms very early in their teacher training program."

"Schools of education have changed in major ways over the past decade," says Robert Yinger, dean of the School of Education at Baylor University and president of the Holmes Partnership, a network of reform-oriented universities, schools and community organizations.

Schools of education have increased the content of the majors prospective teachers choose, extended the field experiences student teachers receive and focused programs more on the knowledge and skills that are most linked to student learning. These changes, many initiated by the schools themselves, are due to an evolving body of research and standards for the profession. All states, having created standards for K-12 students, have now established standards for what teachers should know and be able to do. This has reshaped the design of many preparation programs.

However, these changes improve only the quality of prospective teachers, the numbers of graduating teachers are still inadequate. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Cite this article

Cited article

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)


1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

Cited article

Preparing Teachers for Tomorrow's Classrooms


Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.