Content vs. Pedagogy

Content vs. Pedagogy

One the question that  is perennially discussed in college of education classrooms and well as government agencies is which is more  important- knowing WHAT to teaching or knowing HOW to Teach.  According to government officials, the content area knowledge is of prime importance and that virtually “anyone” can learn how to teach.  One of the backbones of the No Child Left Behind Act (NCLB) is the notion that every classroom teacher must be designated as “highly qualified” in the subject that they teach.  Many will also point to the success of programs like Teach for America, where college graduates with degrees in a myriad of subject areas but no teacher training have become successful teachers.  Additionally this notion is further reinforced in state licensure exam requirements. In many states, teacher candidates are required to pass the Praxis II exam (see ETS) in their subject area(s) or in elementary education in order to obtain state certification. There are no questions about pedagogy (how to teach) in any of these Praxis II exams.

When we speak to high school students and ask them about their best teachers, they reiterate that the HOW made a great deal of difference in identifying their most outstanding teachers.  College students in teacher preparation institutions generally agree that knowing how to present lessons, approach students with varying reading levels and background knowledge are critical tools in becoming effective classroom teachers. As expected, professors in colleges of education have stated that knowing how to be an effective classroom teacher is every bit as important as knowing the content material.

Where do you fit in? We invite you to join the discussion.

“In a completely rational society the best of us would be teachers and the rest of us would have to settle for something else.”

Lee Iacocca. (n.d.). Great-Quotes.com. Retrieved December 14, 2010, from Great-Quotes.com Web site:
http://www.great-quotes.com/quote/887036