The Teacher as Observer: A Description of an Observational Seminar
In the previous chapters of this book we have endeavored, in different ways and from varying vantage points, to indicate certain unstudied aspects of the adequacy of teacher training. Essentially, we have advanced two contentions. First, although we agree with those who feel that the teacher's knowledge and grasp of subject matter in the sciences and liberal arts have not been adequate, we feel that it would be a mistake to assume that rectifying this inadequacy insures that children will be more effectively taught, that is, become more interested in the world of ideas, more aware of and secure in their powers of discovery, and more motivated to face and master a variety of developmental problems. The learned or scholarly teacher-regardless of the age of the pupils being taught -- is not necessarily the effective teacher.