Artisans, Architects, and Apprentices: Valuing the Craft of Teacher Education
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| Title: | Artisans, Architects, and Apprentices: Valuing the Craft of Teacher Education |
|---|---|
| Language: | English |
| Authors: | Boyd Potter, Rachel |
| Source: | Teacher Educators' Journal. Spr 2016 9:5-22. |
| Availability: | Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: http://ateva.org/?page_id=450 |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education, Teacher Education Programs, Teaching Methods, Liberal Arts, College Faculty, Teaching (Occupation), Student Teachers, Student Teaching |
| Geographic Terms: | Virginia |
| Abstract: | In this article, Boyd Potter describes teacher education faculty as both artisans and architects. As artisans, it is not only their products that enrich us; it is the art of the craft itself that shapes their work. An artisan is valued for the creative endeavor, and not solely the masterpiece. Preparing a quality teacher is not easy work, while some candidates come to the programs with a disposition that sets them apart as "naturals," there is a distinctly important role for teacher preparation for these students, and also for those who are just beginning to get their feet wet with the idea of wanting to be a teacher. Effective teachers are best prepared with a focus on inquiry-based methodology in a collaborative context. Potter states that what works in teacher education is not new, earth-shattering strategies or reform; it is the necessity of viewing the field as more than a technical preparation program, and advocating that others do the same. Teacher educators must hold value to the work that they do in the classroom, through fieldwork, in mentoring or advising, and in collaborating with colleagues. They are artisans, modeling and teaching their craft to their apprentices. They are architects, refining their plans as they go and implementing the sound science of teaching and learning while building and elevating the profession. |
| Abstractor: | ERIC |
| Number of References: | 17 |
| Entry Date: | 2017 |
| Accession Number: | EJ1138819 |
| Database: | ERIC |
| Abstract: | In this article, Boyd Potter describes teacher education faculty as both artisans and architects. As artisans, it is not only their products that enrich us; it is the art of the craft itself that shapes their work. An artisan is valued for the creative endeavor, and not solely the masterpiece. Preparing a quality teacher is not easy work, while some candidates come to the programs with a disposition that sets them apart as "naturals," there is a distinctly important role for teacher preparation for these students, and also for those who are just beginning to get their feet wet with the idea of wanting to be a teacher. Effective teachers are best prepared with a focus on inquiry-based methodology in a collaborative context. Potter states that what works in teacher education is not new, earth-shattering strategies or reform; it is the necessity of viewing the field as more than a technical preparation program, and advocating that others do the same. Teacher educators must hold value to the work that they do in the classroom, through fieldwork, in mentoring or advising, and in collaborating with colleagues. They are artisans, modeling and teaching their craft to their apprentices. They are architects, refining their plans as they go and implementing the sound science of teaching and learning while building and elevating the profession. |
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