Teachers Training: Content Vs. Methodology

In the following article we will be discussing Teachers Training: Content Vs. Methodology. The federal government seems to be sending conflicting messages regarding teachers training. First, an education bill intended to put”highly qualified” teachers in classrooms around the country. And shortly thereafter, the government, in a report released to the public, chastises U.S. schools for investing an inordinate amount of time on classroom methodology.

Teachers involved in these training programs view the report’s findings more as a slap in the face than anything else. The Secretary of Education insists teachesr should spend more time studying their subject material and less time on educational theories.

And the debate rages on. A Stanford University professor who has been a leader in the effort to improve teacher training in the U.S. claims the aforementioned report released by the U.S. Education Department was rife with inaccurate, misrepresented, and outdated statistics.

Education Department spokesmen rifle back that schools need to put more effort into ensuring teachers understand the subjects they’re teaching and spend less time on the mechanics of teaching. Other reports back the U.S. Education Department’s stance by detailing the lack of competence many teachers display with regard to the subjects they are teaching.

The heated debate pitting subject matter expertise vs. teaching methodology has been thrust into the spotlight even more by the ‘No Child Left Behind’ law that requires states to certify that their classroom teachers are highly qualified within the next 3 years.

One thing both sides can agree on is the low quality of teachers in many states, but trying to pinpoint the possible solution brings more disagreement. The Bush administration wants states to let high-scoring college graduates receive teaching certificates without being required to take so many education courses. Not a good idea, say the schools, because some of the most brilliant minds are unable to communicate and impart their knowledge to students. They argue that the way to raise the level of teacher is to increase teaching salaries drawing brighter teachers into the profession.

Several experts say that both subject-matter expertise and teaching methodology are lacking but that instead of setting across the board standards for all teachers, schools should focus more precisely on the different levels of competency required to teach specific grades. It doesn’t take the same level of competency to teach a second grade class as a tenth grade class for example.

While the government and educators bicker, the students are the ones being left out in the cold. There is little research being done to shine some light on what specific teacher skills are responsible for increased achievement by their students. The answer to that question would go a long way in determining who’s right. Is the teacher’s competency in the subject matter more relevant, or is it the teacher’s knowledge of classroom teaching methodologies? Certainly both play a part in producing high-achieving students but until there’s a definitive answer the debate on teachers training continues.