Rethinking Teacher Education

Manila Bulletin, August 26, 2001 | Go to article overview

Rethinking Teacher Education

Educators Speak

Rethinking teacher education

Consuelo Canlas-Callang, Ph.D. University of Perpetual Help System AS early as the 1970s, Richey wrote, as others too had done, about the need to adequately prepare teachers for the job ahead of them after college. After more than two decades, the demands of preparing teachers along pedagogy and content have given rise to multiple problems.

While "long ago" teachers needed to be good at content, methods and techniques, they also needed to master their different educational theories and philosophies. As long as they could identify which method and/or techniques would best be used for a lesson, they were safe.

Lesson planning was predictable, with motivation, lesson proper and evaluation lording over the whole process of teaching. As long as the teachers read the "right" books, wrote the lesson plan "right," based the tests on what had been achieved, structured the room according to purpose and kept a semblance of order through "routinizing" and setting the "climate" right, then the teacher didn't have to worry about making mistakes. Children learned by rote, context clues and memorization/drill exercises.

Even then however, teacher education was seen as a little "inadequate for its purpose." It was thought that many beginning teachers in the US and elsewhere failed to exhibit/manifest the needed competencies in communicative competencies, logic, perseverance, patience with students/pupils, cognitive readiness in terms of skills in imparting knowledge as teaching was looked at then, in terms of delivering of needed services, which meant making pupils learn.

Because experts then thought that one term "practice teaching" or internship was inadequate, it was suggested that a one-year probation or internship period where the new teacher education graduate would work under the tutelage of identified capable teachers should form part of the whole teacher-education process. The scheme failed to takeoff.

As education was wont to be in our country, changes would make inroads into the process, leaving not only neophytes in the field bewildered and confused, which characterized practically everything/everyone within the system.

The teaching of such subjects as Reading, Language, Writing and Arithmetic had to go through the needed repackaging among which had been the teaching of English as a Second Language (TESL), Developmental Reading and the integration of the skills in reading, language and writing under Communication Arts. The teaching of mathematics had its share of "modern math" and now we see/hear about "Kumon math," "finger math," and "Aloha" mental arithmetic. As if these changes (among others) in the delivery of services which had to be mastered by teachers were not enough, the introduction of Educational Technology necessitated mastery in the use of the overhead projector, the slide projector, the television and the video machines-from Betamax to VHS, among others.

These all demanded the learning of new skills to make teaching more effective. Not only did the teachers need to learn how to make flash cards, models, charts and diagrams and graphs then, teacher education curricula had to undergo changes, too. Instead of methods of teaching, models of teaching, and content of curriculum, students in the course now needed to learn Foundations of Education and Strategies for Teaching along with the needed General Education subjects. However, a sad observation among new teachers in the field nowadays is the seeming lack of enough stock knowledge on the classics, general information and the like - while exhibiting skills in the use of computers, etc.

Of interest to curriculum designers is the question of relevance. Part of this is the need for learners to be motivated in the learning task with the classroom built on real life experiences, to borrow an idea from curriculum experts.

To be able to do address the issue of relevance, the following have to be seen as needs:

1. …

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

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.
Buy instant access 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,

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Rethinking Teacher Education


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

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Citations are available only to our active members.
    Buy instant access 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,

    New feature

    It is estimated that 1 in 10 people have dyslexia, and in an effort to make Questia easier to use for those people, we have added a new choice of font to the Reader. That font is called OpenDyslexic, and has been designed to help with some of the symptoms of dyslexia. For more information on this font, please visit

    To use OpenDyslexic, choose it from the Typeface list in Font settings.

    OK, got it!

    Cited passage

    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.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search


    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.