Fixing the Teaching Profession Through Critical Instruction

Why the Practice of Roteism in Teacher Education and School & College Classrooms Needs to be Fixed

  • In the professions, a specialized core body of knowledge is necessary for expert practice. A profession acquires such specialized core knowledge through long periods of research, preparation, and practice.
  • For example, the preparation and practice of doctors, engineers, and lawyers is based on an evolving core body of knowledge in their fields.
  • A typical specialized core body of knowledge includes a common language of practice, foundation principles and skills, and related standards. Such a specialized core exists in the medical, engineering, and legal professions. Instructionally, It does not exist in the teaching profession.
  • Instructionally, the teaching profession has not evolved (i.e., progressed). For ages, roteism instruction and learning has ruled teacher education and school and college classroom practice. This is so because a core body of Knowledge for critical Instruction and learning has long been absent from the profession. Until now.
  • As made available in Fixing Instruction – Resolving Major Issues with a Core Body of Knowledge for Critical Instruction (2015), a core body of conceptual, developmental, and procedural knowledge for critical instruction and learning is now here.
  • Teacher education, practice, and materials development based on critical thinking, reading, and writing when engaging new (and revisited) subject matter is now a reality.

Negative Impact of Roteism Practice on Teacher Educators, School and College Faculty, and Students

  • The practice of roteism instruction and learning in teacher education, and school and college classrooms, brings severe consequences; such as these from Fixing Instruction (2015), p. 108:
  • Paul, Elder, and Bartell conclude: “Careful analysis of the interviews indicates that . . . the central problem is that most [teacher education] faculty have not carefully thought through any concept of critical thinking, have no sense of intellectual standards they can put into words, and are, therefore . . . in no position to foster critical thinking in their own students or to help them to foster it in their future students. [They will therefore] inculcate into their [teacher candidate] students the same vague views that they have. These are strong words but the research cited and the weak standards for Teacher-educa[t]ors and teachers make such words credible (1997a, p. 5).”
  • “According to Labaree (2004), teachers entering doctorate programs in education typically possess undergraduate and master’s degrees in education and professional experience as teachers. As incoming doctorate students, they are “stunned and offended to hear the [education school…faculty tell them] that they can’t write analytically, can’t construct arguments logically, or can’t read critically” (p. 102). However, education school faculty trained these doctorate students when they were teacher candidates.”
  • For more telling and current evidence on the instructional and learning performance of: (1) teacher educators and college faculty, (2) school faculty, and (3) the academic achievement of school and college students, visit Strong Evidence;
    and click “Research.”

A Core Body of Knowledge for Critical Instruction is Now Here

  • To emerge from thousands of years of rote instruction and learning, the teaching profession needs to act on three core instructional issues. To take action for the practice of critical instruction, the profession needs a core body of conceptual, developmental, and procedural knowledge based on using critical thinking, reading, and writing to engage new and revisited subject matter.
  • The core body of knowledge for the practice of critical instruction is summarized here.

A Core Body of Knowledge for Critical Instruction is Now Here

  • To emerge from thousands of years of rote instruction and learning, the teaching profession needs to act on three core instructional issues. To take action for the practice of critical instruction, the profession needs a core body of conceptual, developmental, and procedural knowledge based on using critical thinking, reading, and writing to engage new and revisited subject matter.
  • The core body of knowledge for the practice of critical instruction is summarized here.

Learning the Core Elememts

  • To see the table of contents of each of these three works, click here.

What Does CrItical Instruction and Learning Look Like in Class?

  • To see what the mind grammar-based critical reasoning process looks like when engaging subject matter through critical thinking, reading, and writing, “Look Inside” Teach Like the Mind Learns (2017)  at amazon.com.