A common perception about teacher educators is that they preach better than they practice. Too many accomplished elementary and secondary teachers recall an education professor’s tedious class on the limitations of the lecture—delivered, sad to say, in a traditional lecture format. Too many accomplished teachers recall courses in which learning was measured solely through pencil-and-paper, short-answer recognition-and-recall tests that promoted cramming, test taking, and, too soon thereafter, forgetting the material in question. Too many accomplished teachers learned their craft in spite of faculty who were anything but pedagogical role models.
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Brewbaker, J. (2004). Six Best Practice Structures, Two Disciplines, One Instructor. Perspectives In Learning, 5 (1). Retrieved from http://csuepress.columbusstate.edu/pil/vol5/iss1/12