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Trivializing Teacher Education: The Accreditation Squeeze


reviewed by William F. Pinar August 22, 2006

coverTitle: Trivializing Teacher Education: The Accreditation Squeeze
Author(s): Dale D. Johnson, Bonnie Johnson, Stephen J. Farenga, & Daniel Ness
Publisher: Rowman & Littlefield, Lanham
ISBN: 0742535363, Pages: 240, Year: 2005
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Once a nuisance, and now a scandal, the National Council for Accreditation of Teacher Education (NCATE) threatens the profession through the institutionalization of its misrepresentation of teaching. A subjective expression with social significance, teaching cannot be standardized. Dale Johnson and his colleagues appreciate that “the identification of good teaching is not much different from one’s evaluation of a painting, play, or a piano sonata” (p. 87). Moreover, politicians’ meddling means “that the direction of the field of education is almost entirely navigated and influenced by the political climate and pressures at any given time” (p. 74).  As a consequence, “one never knows what the ‘right thing to do’ is in the field of education because so much of the field is determined through political policy” (p. 74). In my view, one can never know the universal “right thing to do,” given the context and specificity of classroom life. Historically, Johnson and... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 22, 2006
http://www.tcrecord.org ID Number: 12691, Date Accessed: 10/16/2017 8:17:01 PM

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About the Author
  • William Pinar
    University of British Columbia
    WILLIAM F. PINAR teaches curriculum theory at the University of British Columbia, where he holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies. He is the author of What Is Curriculum Theory? (2004), Race, Religion and a Curriculum of Reparation (2006), and The Synoptic Text Today: Curriculum Development after the Reconceptualization (2006).
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