I recently read an interesting and well researched paper written by a historian who I have known for a number of years. The paper examines the development of comprehensive schooling in England in the 1970s during a period when many grammar schools were closed or amalgamated with secondary schools in which students had followed a less academic curriculum. This was a controversial national policy decision and the debates surrounding this period are very well documented and discussed in this paper.
The historian concerned is held in high regard amongst his peers and his expertise has been sought by a number of august organisations and institutions. As an eminent historian his credentials are unquestionable. But would he be able to communicate his knowledge effectively to others? How would students who may be less interested in his subject expertise than he is, respond to him as a teacher?
I ask these questions because currently here in England a debate rages about whether it is necessary for teachers working in our state schools to have qualifications that accredit their skills, understanding, and expertise as teachers. There is a school of thought (though how much thought has actually been applied isn’t specified), that so long as an individual has sufficient subject expertise, they should be able to teach. In other words, my friend the historian, who has a PhD in his subject and is acknowledged as an authority in his discipline, should be allowed to enter the classroom as a teacher without any further qualification.
I am quite sure that there are individuals who in many respect are naturally gifted teachers. I am however, aware that my friend would be horrified at the thought that he might be confronted with a class of thirty children of varying aptitudes and needs, and asked to teach them about the Tudor kings of England, the English civil war (which incidentally wasn’t very civil), or the signing of Magna Carta. When I recently discussed this possibility with him, he expressed the view that such a situation would give him nightmares, not so much about his own lack of expertise, but more about the likelihood that the children before him might get a less than satisfactory learning experience. Furthermore, he stated that whilst he hopes that the teachers who are currently working with his sons have good subject knowledge, he also expects that they should have good classroom management skills, an understanding of pedagogy, and an appreciation of those factors that promote or inhibit learning.
I suspect that those politicians who are proposing changes which would increase the numbers of unqualified teachers in schools, have reduced the idea of education to a simple list of subjects, rather than recognising that teaching requires much more than advanced knowledge in a specific area. I recall that as a newly qualified teacher I was grateful for those approaches to classroom management, forming effective relationships with children and families, understanding processes of assessment and learning and differentiated teaching that had been instilled in me by my tutors. I also quickly came to realise that continuing to study how children acquire language, understanding aspects of mental health and self-esteem, and those influences that lead to children being labelled as having special educational needs, enabled me to become a more effective teacher, and to better serve my students. Whilst I have always believed that subject knowledge is critical for effective teaching, I also regard the ability to communicate this knowledge effectively and to understand alternative approaches that should be considered when children are struggling to learn as crucial parts of the armoury of a professional teacher.
Children in our schools deserve to be taught by the best available teachers. Teachers themselves need to have their pedagogical skills recognised and endorsed. I know that I have always appreciated the professionalism of teachers who taught me in the past, just as I have immense regard for those who enthused my sons in their school days. A failure to recognise those aspects of teaching that enable classrooms to operate effectively, and all students to access learning at a level commensurate to their needs, is an insult to those committed teachers who continue to seek to ensure that all children receive a first class education.
Fortunately my friend the historian recognises the nonsense that is being spoken by those politicians who have failed to see the necessity to provide a well-qualified teaching profession. He recalls a time from history when few teachers were qualified, and many children denied their right to formal education. He suggests that those who do not see the necessity to have a well trained teaching profession return to their history books, and if possible read these with the guidance of an enthusiastic teacher.