Children in this country are entrusted to teachers in schools for 5 hours a day, 5 days a week, approximately 36 weeks a year, for 12 to 13 years. Citizens concerned with the future want to know if the children of today are being prepared for the world of tomorrow. Parents want to know what is being done to and for their sons and daughters. And in these times of financial cutbacks, taxpayers want to know where their tax dollars are going. There is widespread belief that schools in general, and teaching in particular, should be much better today than 5, 10, or more years ago. There is, furthermore, both a belief that teaching and schools are not appreciably better than they were and a certainty that the educational system is not as good as it should be. The responsibility for controlling the quality of what teachers do in schools is handled by a variety of different people and institutional mechanisms. The purpose of this paper is to examine one group of individuals-teacher educators-and the ways they exert influence on the quality of practice in schools.
Published in Journal of Teaching in Physical Education, Volume 12, Issue 4, 1993, pages 399-412.
© 1993 by Human Kinetics Publishers, Inc.