Devaluing the Importance of Pedagogical Expertise– A Dangersous Policy Trend

Since writing my November 3rd post about proposed changes to Indiana’s educator preparation programs,I haven’t stopped thinking about what I see as the beginning of a policy trend in devaluing the

importance of classroom teachers’ pedagogical expertise. Perhaps beginning with the No Child Left Behind Act and its surrounding rhetoric, increased emphasis has been placed on teachers’ content
knowledge or lack of it. I contend that this renewed emphasis is extremely important. I have worked with and observed far too many teachers over my career whose grasp of their courses’ academic
content was severely lacking. This is …

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