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Transfer Portal: Who do we need to target this offseason?
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<blockquote data-quote="4shotB" data-source="post: 989915" data-attributes="member: 844"><p>Teacher here after almost 30 years of engineering/management in the private sector. Now 13 years in education in both public and private schools. It's an odd thing about teaching....the rigors of an education at GT certainly help you understand the material that you are teaching. But there is a weird paradox to it....you cannot be an excellent teacher without mastery of your content. But mastery of your content doesn't necessarily make you a great teacher. I have STEM peers who have gone to school at Vandy, Stanford and Yale and we agree on this. We also think (and are peers from less respected colleges and universities) that there is nothing in undergrad that can really train ANYONE on how to be an effective educator. Most education majors I talk to feel this way...that their undergrad focuses on theory and pedagogy and does little or nothing to acclimate them to actually managing and running an effective classroom. I know that I would not have been prepared to teach when I was in my early 20's. (Nor did the thought of ever doing so ever cross my mind back in those days). I was in my early 50's the first time I taught a HS class. Most of what I needed to be effective in the classroom was learned in the 30 years prior</p><p></p><p>All this to say that I really don't know if GT would be any more effective at turning out teachers as any other school at the end of the day. </p><p></p><p>The topic of how we can increase the effectiveness of teaacher training is of great interest to me. Too many times I have seen potentially good young people get frustrated and leave the profession after only 1- 3 years after wasting 4 years on a degree that is not really transferrable to other areas. It is a shame.</p></blockquote><p></p>
[QUOTE="4shotB, post: 989915, member: 844"] Teacher here after almost 30 years of engineering/management in the private sector. Now 13 years in education in both public and private schools. It's an odd thing about teaching....the rigors of an education at GT certainly help you understand the material that you are teaching. But there is a weird paradox to it....you cannot be an excellent teacher without mastery of your content. But mastery of your content doesn't necessarily make you a great teacher. I have STEM peers who have gone to school at Vandy, Stanford and Yale and we agree on this. We also think (and are peers from less respected colleges and universities) that there is nothing in undergrad that can really train ANYONE on how to be an effective educator. Most education majors I talk to feel this way...that their undergrad focuses on theory and pedagogy and does little or nothing to acclimate them to actually managing and running an effective classroom. I know that I would not have been prepared to teach when I was in my early 20's. (Nor did the thought of ever doing so ever cross my mind back in those days). I was in my early 50's the first time I taught a HS class. Most of what I needed to be effective in the classroom was learned in the 30 years prior All this to say that I really don't know if GT would be any more effective at turning out teachers as any other school at the end of the day. The topic of how we can increase the effectiveness of teaacher training is of great interest to me. Too many times I have seen potentially good young people get frustrated and leave the profession after only 1- 3 years after wasting 4 years on a degree that is not really transferrable to other areas. It is a shame. [/QUOTE]
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