IP 92-3 The arts and sciences as preparation for teaching.

Abstract

Recently, policymakers have targeted what they perceive to be the inadequate content knowledge of teachers. Underlying resulting policies is an assumption that requiring prospective teachers to take more arts and sciences courses will remedy the problem. Is this assumption warranted? Drawing on prior research on student learning in arts and science courses as well as his own research on prospective history teachers' knowledge, the author argues, "Not necessarily." He further contends that the problem is less one of ignorance about productive teaching practices and more one of cultural values. Neither the disciplines nor research- oriented universities appear to value the learning of undergraduates as highly as grantsmanship or research.

Publication