Training future teachers and improving existing teacher education programs has long been a topic of debate and discussion within the education field. While many argue that teachers are entering the classroom underprepared, others maintain that the issue lies not with preparation programs but with systemic problems within the K-12 education system itself. In her 2017 book “Educating Educators: On the Shoulders of Giants,” education historian Diane Ravitch aims to add nuance to this discussion through an in-depth analysis of teacher education over time and a review of current reform efforts and ideas for strengthening preparation.
Ravitch begins by tracing the history of teacher education in the United States, noting that it was not until the late 19th century that formal training programs emerged. Prior to this, most teachers learned on the job with little pedagogical instruction. The creation of normal schools and teachers colleges marked the first steps toward a standardized process of educating new teachers, with a focus on subject matter training as well as elementary teaching methods and classroom management. It was not until the early 20th century that teacher education truly became institutionalized through the establishment of four-year degree programs within university colleges of education.
While teacher training expanded and improved over the following decades, Ravitch argues it remained too disconnected from K-12 schools and focused more on theory than practical experience. She cites the influential 1955 report “Teacher Education for a Free People” from the American Association of Colleges for Teacher Education as helping to address this imbalance through its recommendations for strengthening fieldwork and clinical practices. The rapid expansion of teacher preparation programs in the 1960s due to increases in student enrollment and teacher shortages meant quality suffered as resources were stretched thin.
It was not until the 1980s that education reform efforts began targeting teacher education with renewed scrutiny. Major reports such as “A Nation at Risk” accused programs of having low admission and graduation standards that failed to equip teachers for the realities of the modern classroom. Subsequent initiatives attempted to raise the bar for entry into teaching through more rigorous academic requirements, standardized testing of subject matter competence, and performance-based assessments of teaching skills before licensure. Ravitch argues these “quick fix” solutions did not address the root causes perpetuating the perception that teacher prep programs were inadequate and subpar.
The accountability movement of the early 2000s brought further pressure to reform teacher education through standards, data collection on program effectiveness, and alternative certification pathways. While these aimed to increase quality and prepare teachers for standardized test-based accountability systems, Ravitch believes they narrowed the focus too much and failed to consider the complex realities of the teaching profession. She notes that alternative programs in particular have struggled with high attrition rates, indicating they may not fully replace traditional university-based coursework for all candidates. At the same time, the standards and accountability movement created disincentives for prospective teachers drawn to the profession by a desire to make a difference rather than a strong content mastery in their subject area.
In the second half of the book, Ravitch reviews several ideas for redesigning and strengthening teacher education through a lens of maintaining and improving upon past successes while addressing modern challenges. A key theme is re-emphasizing the importance of extensive, closely supervised clinical work in actual K-12 classrooms. She argues a full year-long student teaching residency overseen by an expert mentor teacher is ideal for connecting theory with real-world practice before the all-important first year of full-time independent teaching. Such residency programs also help address demands for more “job-embedded” training.
Additional recommendations include recruiting the most able candidates through messaging emphasizing teaching’s importance and providing meaningful professional growth opportunities and compensation. Rigorous liberal arts or science coursework must remain a core part of preparation to ensure depth of subject matter knowledge. And education schools need strengthened partnerships with K-12 schools and districts to facilitate collaboration on clinical work, curriculum development, and identifying areas for improvement on both sides. Continuing professional development for both new and veteran teachers also requires more investment to support ongoing learning.
Finally, Ravitch calls for a rebalancing of priorities away from a near-exclusive focus on standardized test outcomes toward developing well-rounded, thoughtfully trained teachers capable of cultivating higher-order thinking skills. A tension remains between standards of accountability and autonomy of professional judgment that teacher education programs must navigate. But overall, she argues for maintaining teaching’s historic mission of developing well-informed, empathetic citizens rather than narrowing the focus to solely improving scores on basic-skills exams. With sustained attention to clinical practice, collaborative program design, and recruitment of top talent, Ravitch believes the gap between what educators need to know and what they are taught can be closed.
Ravitch’s analysis provides valuable historical context for understanding challenges facing the teacher education enterprise and thoughtful ideas for addressing long-standing concerns through evidence-based reform rather than rhetoric. While there are no simple or quick fixes, reinforcing clinical training, investing in continuous learning, prioritizing teaching’s holistic role in developing students, and maintaining appropriately high standards present realistic avenues for continually strengthening how the next generation of educators is prepared for their crucial work. With patience and commitment to evidence over ideology, Ravitch argues meaningful progress can be made to close any readiness gaps. Her book contributes an insightful perspective that could help guide productive discussion and problem solving on this important educational issue.
Andrew Stroud