Contradictions and tensions in the place of teachers in educational reform: reflections on teacher preparation in the USA and Namibia

Abstract

This paper examines recent education and teacher education reforms in the USA and Namibia and analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners; and whether we should prepare teachers for teacher‐centered or learner‐centered instruction. Although the USA and Namibia are very different countries in size, economic development, and in numerous other ways, the authors argue that their national governments, like many others, have chosen to follow similar paths in reforming their K‐12 and teacher education systems. Both countries demonstrate an emphasis on the investment of scarce resources in constructing and maintaining elaborate accountability systems by preparing teachers to meet externally prescribed standards to produce good standardized test scores. The paper argues that this approach, tied to a technicist view of teaching and teacher education, is misguided.

Keywords:

• teacher professionalism
• education reform
• teacher quality
• Namibian education

Notes

1. Although this increased privatization of teacher education is clearly evident in the USA (Baines, 2006), it is not a part of the new reform strategy in Namibia even though it was recommended in the World Bank’s analysis of the performance of the Namibian education system (Marope, 2005).

2. In addition to the reforms in teacher education, Namibia engaged in comprehensive education reform that included curriculum, assessment, and many other elements which was attempted in a very integrated manner involving educators and citizens from throughout the country.

3. The Basic Education Teacher Diploma.

4. This is to be distinguished from the narrower and remedial oriented concept of in‐service teacher training which is mentioned several times in World Bank documents.

5. The proposal is to increase primary class sizes from 32:1 to 40:1 and secondary classes from 25:5 to 35:1

6. The goal is to decrease this percentage in two years from 96% to 85%.