The Effective Teacher/Manager
As stated in chapter 2, human beings experience concomitantly thinking, feeling, and acting. This is true for learners and workers as well as for teachers and managers. I consider workers as a learners in a work context and view both as learners. The challenge is how to help students and workers integrate in a constructive manner these concomitant experiences. When learners do this successfully, the teacher's or the manager's experience is also positive, constructive, and rewarding. I also see managers as teachers in a work context and call them both teachers. When learners fail to achieve a constructive integration of their thinking, feeling, and acting, both teacher and learners lose, although the loss can be more serious for the learner. In the worst case, the bedlam that can result in the classroom or in the workplace can lead to great teacher or manager frustration or even dismissal from the job.
Teaching is a complex activity. This is evident in the thousands of research studies, such as those summarized in The Handbook of Research on Teacher Education ( Houston, 1990). Rowan ( 1994) compared teachers' work with work in other occupations and found that, "Teaching children and adolescents is complex work compared with other professions, and successful performance of this work requires high levels of general educational development and specific vocational preparation" (p. 13). As a complex activity, I believe it is imperative that teaching be guided by a comprehensive theory of education. However, in a study of foundations courses for teacher education, Bauer and Borman ( 1988) found no such courses listed in 508 courses from 100 college catalogs. The idea that teachers need a theory of education to guide their work is clearly an idea whose time has not come, at least in the United States.