Mahendroo, Kamal
(2009)
Developing teachers.
Learning Curve (12).
pp. 31-34.
Abstract
A 1929 text for science teachers describes a
successful science teacher as one who:
“...knows his own subject ... is widely read in
other branches of science ... knows how to
teach ... is able to express himself lucidly ... is skillful in
manipulation ... is resourceful both at the
demonstration table and in the laboratory ... is a
logician to his fingertips ... is something of a
philosopher ... is so far an historian that he can sit down
with a crowd of [students] and talk to them about the
personal equations, the lives, and works of such
geniuses as Galileo, Newton, Faraday and Darwin. More
than this, he is an enthusiast, full of faith in his own
particular work.”We are more used to teachers being talked down to, of
how they should teach and what they should teach. It is
time for the teacher educators, curriculum designers,
administrators and policy makers to show in practice
what they preach to the teachers. In doing so, they will
also counter the usual criticisms of such approaches
being too time consuming and how the entire syllabus
would not be covered this way. The central issue is not
the syllabus but the goals of our education.
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