Teacher Preparation & Maintenance Paradigm Shift; Is it time?

By Dr. Mary Ashun

CEO, Ghana International School

In the intricate dance of teaching and learning, the teacher takes center stage as the ultimate linchpin. Yet, assessing teaching quality solely through student output falls short. The true measure of teaching excellence lies in the effectiveness of teacher training. As Liston, Borko, and Whitcomb (2008) assert, investing in teacher development is paramount to educational success.

In the realm of education, the pursuit of continuous improvement in teaching is undeniable. We demand not only competence but excellence from our educators. A good teacher, as defined by Scates (1950), encompasses a spectrum of skills, from subject matter knowledge to interpersonal finesse. Yet, attempts to distill the essence of a good teacher into a standardized profile have proven elusive, given the multifaceted nature of the profession. The complexity arises from the intertwined and recursive nature of teachers' skills and knowledge (Leinhardt et al., 1991). While some studies suggest a correlation between teacher subject matter knowledge and student achievement (Ahn & Choi, 2004), others highlight the broader impact of teacher quality on academic proficiency (Goldhaber, 2004). However, the limitations of such research underscore the need for a paradigm shift in teacher professional development.

All this to say that teaching excellence, which obviously depends on the teacher, cannot be left to chance. Education cannot afford to gamble with failure. In industries like medicine and aviation, failure is not an option, as lives hang in the balance. Why then, do we tolerate mediocrity in education, where the stakes are equally high? The time has come to treat teachers as valuable assets, akin to physical infrastructure in engineering. Just as Reliability Centered Maintenance (RCM) ensures the optimal performance of machinery, we need a strategic framework to safeguard the effectiveness of our educators.

While some may balk at the notion of treating teachers like machines, there is merit in borrowing from the principles of engineering maintenance. Just as we engineer and maintain physical assets for optimal performance, we must invest in the design, development, and maintenance of our educators. As UNESCO (2007) projects a soaring demand for teachers in the coming decade, the imperative for structured and resourced teacher education has never been clearer.

In conclusion, the time has come to revolutionize teacher professional development. By embracing a paradigm shift and adopting a holistic approach to teacher training, we can elevate teaching to new heights of excellence.?

MA; 18.02.24