Teacher trainees must focus on their strongest skills.
Only prospective teacher-trainees who will teach mathematics and/or mathematics-related courses should be required to pass the subject, according to a recent gathering of education stakeholders.
While this action has been welcomed by a large number of individuals, it has produced a range of responses.
Some individuals believe that due to the logical character of mathematics, it should be a prerequisite for any educator teaching any subject.
“How else might they motivate learners to think logically in the subject they are instructing?” How will they perform mathematical tasks such as grading and the like?” They query.
The involvement with mathematics from primary school through high school, claim others, is sufficient for a teacher to perform simple computations such as grading and so forth. In their view, math is technically and conceptually useless to the instruction of subjects such as literature, history, psychology, etc.
Also included in the forum’s resolution was that a teacher of agriculture, for part, is not required to pass chemistry, for the same reason that math is unimportant to the arts.
Studies abound on the dichotomy of aptitudes; those with a quantitative bent are typically weak in the arts, and vice versa. People who excel in the natural sciences may not necessarily excel in the human sciences or languages.
Therefore, proficiency in the target language of instruction should sufficient. For them, requiring a good score in the target language of instruction may be a hard order. This could potentially exclude a good, knowledgeable teacher.
The numerous formulae, complex equations, and arithmetic with multiple approaches offer a difficulty for many artistically inclined people, the majority of whom do not choose to enroll in courses associated with the field of calculations or chemical equations.
Some contend that the cluster requirements for educational courses in Kenya are actually quite low.
Because all other courses (read: professions) come from education (the teacher), one must earn an A or at least an A- or B+ to pursue a career in education.
The counterargument is that a teacher is no longer a repository or transmitter of knowledge, but rather a facilitator of learning. The contemporary teacher only supports learning.
Inspires and challenges learners to create new knowledge by stimulating their thinking. The 21st century classroom is inexorably shifting away from authoritarian and teacher-centered traditional classrooms.
They are being redesigned and recalibrated to be more interactive, learner-centered, and driven by the skills and content needs of the 21st century.
Consequently, is this resolution a step in the right way or a setback in the pursuit for quality teachers? What occurs in other model governments?
Rhodes University in South Africa, one of the top universities in Africa, requires a National Senior Certificate (NSC) with at least 50 percent in the language or subject of teaching and learning and at least 40 percent in Mathematics or 50 percent in Mathematical Literacy for admission to the Bachelor of Education program.
Minimum entry requirements for a Bachelor of Education degree at the University of Zambia School of Education are six points or higher (equivalent to at least 46 marks or a grade of C+) in English Language, and six points in any four of the following subjects: History, Geography, French, English Literature, Mathematics, Zambian Language, Commerce or Economics, Additional Mathematics, Science or Physical Science or Biology or Agricultural Science, or Religious Education.
Compared to the requirements for educational course admission in Kenya, universities in Zambia place a greater emphasis on the specific fundamental/key subjects a student wishes to pursue further.
As a result, it is less likely that a student will be prevented from pursuing further education or a course of choice due to failing or not passing a subject unrelated to their objective or choice.
With the present revised university system for BED courses, the Teachers Service Commission (TSC) has set the average entry grade for bachelor’s degrees in science and the arts at C+ and a minimum of B- in three teaching disciplines.
This is a balanced and accommodating situation. Nonetheless, some still find it a bit harsh.
Numerous schools in the United States require prospective teachers to demonstrate their academic abilities by completing a curriculum consisting of general education courses in Math, Science, and English.
Acceptance from the department is necessary for enrollment in graduate-level teaching courses.
In schools with a large number of education majors, the departmental selection process may include transcript reviews, interviews, and volunteer or work experience demonstrating an interest in the education profession.
Some schools require prerequisites for entrance to the school of education, such as speaking or an introductory education course, in addition to a minimum 2.5 GPA.
Some schools may need an interview, an essay, and recommendation letters.
Depending on the state and school district, college students who intend to graduate from a teacher-education program are typically required to submit sufficient College Basic Academic Subjects Examination scores.
Many states require an applicant for a teaching certificate to have an overall college grade point average of 2.5 (about the same as a grade C).
In addition, many graduate schools need a candidate to have a grade point average of at least 3.0 (about comparable to a B-) in their major in order to be accepted unconditionally; many graduate schools require an even higher GPA in the applicant’s major.
In higher learning institutions in the United States, where a BED course is one of the most popular students, these essential requirements are a prerequisite for admission for teacher training.
In light of this, the relevant resolution is consistent with international best practices.
Academically gifted learners
As stated previously, an intellectually bright individual may possess a remarkable aptitude for mathematics without possessing equally good language skills.
Another student may exhibit hints of language aptitude but is very deficient in mathematics.
Particularly, various learners have varying capacities in the class. Another example is the uniquely formed brain of an art student.
Studies comparing the brains of artists to those of non-artists have revealed that artists have a greater quantity of cerebral matter associated with visual images and fine motor movements.
This shows that an artist’s talents are innate, although environment and training can certainly enhance them. The study indicated that the brain structure of artists is distinct.
This enables artists to mentally integrate and deconstruct images, which can lead to their becoming more creative individuals.
It also reveals why they tend to be poor at analytical tasks such as mathematics and why they may have no interest in this subject.
A person with artistic talent is not less intellectual than non-artists; their brains simply do not fit with the linear method of thinking required by math.
In teacher education and training, a paradigm shift is required that focuses on the development of “reflective practitioners” who can be active participants in their own professional learning processes and critical of their own teaching practices.
There is a strong need to ensure that teachers receive comprehensive intellectual and pedagogical training.
Teachers must be trained and confident in child-centered teaching approaches and methodologies, as well as experienced in classroom management and learning evaluation, in order to provide a high-quality education.
This may be accomplished without imposing needless obstacles and red tape on aspiring teacher trainees.
A degree of specialization need to be permitted and even promoted. We cannot all excel in every endeavor. Prospective teachers-in-teacher should be encouraged to excel in their areas of expertise and enthusiasm.
Teacher trainees must focus on their strongest skills.