Developing the teachers of teachers

Abstract

Though the education of teachers has been examined and almost always found deficient,' the examination seldom extends to the quality of the professor or his professoring, and such studies have had negligible impact upon schools of education. The effect of such studies is illustrated by New York State's experience following James B. Conant's moderate criticism in the early 1960s.2 After Conant's report was published, the Commissioner of Education authorized several colleges to free themselves totally of any stateimposed restrictions and to develop wholly new teacher education programs. After five years the colleges reported few changes other than a few