A Critical Analysis of Philosophies of Education and INTASC Standards in Teacher Preparation Page: 36
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A Critical Analysis of Philosophies of
Education and INTASC Standards in
Glenda Moss & Cheu-jey Lee
The establishment of the National Board for Professional Teaching Standards in
1987 and the Interstate New Teachers Assessment and Support Consortium (IN-
TASC) in 1992 called for the development of performance-based assessment for
teacher certification. This paralleled the development of curriculum standards and
standardized achievement testing in K-12 educational settings. It has been our
experience as teacher educators that these developments have resulted in many
teachers adopting the perspective that standards control what and how they teach.
Some teachers and pre-service teachers in our classes have expressed that these
educational policies force teachers to adopt an essentialist perspective, which re-
sults in a renewed emphasis on reading, writing, and arithmetic (Bagley, 1934,
1938). As teacher educators, we are concerned because these practices exclude
the possibility of a more constructivist perspective offered by progressivism
one that is grounded in John Dewey's (1916) democratic theories, and in Paulo
Freire's (2003) critical literacy theory, which we believe promote a more inclusive
educational experience. Instead, pre-service teachers resist our practices to intro-
duce them to critical literacy theory and request more practical teaching strategies
that prepare children from success on standardized tests.
Moss's (2007, in press) work indicates one's educational philosophy, and not
external standards, determines how a teacher teaches. In an attempt to verify this
notion, we have provided pre-service teachers with a forum to critically examine
International Journal of Critical Pedagogy, Vol 3 (2) (2010) pp 36-46
02010 International Journal of Critical Pedagogy
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Moss, Glenda & Lee, Cheu-jey George. A Critical Analysis of Philosophies of Education and INTASC Standards in Teacher Preparation, article, 2010; [Greensboro, North Carolina]. (digital.library.unt.edu/ark:/67531/metadc109696/m1/1/: accessed February 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Dallas.