Review of Learning about Learning: What Every New Teacher Needs to Know

As part of an ongoing series of reports by the National Council on Teacher Quality (NCTQ), Learning About Learning: What Every New Teacher Needs to Know makes broad claims about teacher education based on a limited analysis of textbooks and syllabi. The report argues that teacher education materials, specifically educational psychology and methods textbooks, are a waste of funds and do not adequately focus on what the report identifies as six essential strategies. These inadequacies, the report contends, result in ill-prepared teacher candidates lacking in “research-proven instructional strategies” (p. vi). The report offers recommendations for textbook publishers, teacher education programs, and state departments of education. However, it is not grounded in a comprehensive examination of the literature on teaching methods, and it fails to validate the evaluative criteria it employs in selecting programs, textbooks, and syllabi. The single source it relies on to justify its “six essential strategies” provides limited support for NCTQ’s claims. This primary source concludes, with only one exception, that the evidence supporting each of the six strategies is only moderate or weak. Limiting the analysis to one source that provides only tepid support renders the report of little value for improving teacher preparation, selecting textbooks, or guiding educational policy.

Document Reviewed:

Learning about Learning: What Every New Teacher Needs to Know

Laura Pomerance, Julie Greenberg & Kate Walsh
National Council on Teacher Quality (NCTQ)