In our last class, we discussed the concept of training versus that of education; an interesting topic, and one I had never thought of consciously. In class we discussed training as being repetitive, based on specific skills, aimed at functionality, focused on procedures and gaining experience, and meant to elicit a particular response. In other words, training involves an expanse of “how to” knowledge. The dictionary (Penguin Reference Pocket English Dictionary, 2004) defines the word “train” as “to teach (a person or animal) to do something.”
Education, on the other hand, was discussed as being something broader, involving a search for truth that is applicable to the bigger picture. It surpasses the “how to” knowledge to explore the why. The dictionary (Penguin Reference Pocket English Dictionary, 2004) defines the word “educate” as “to teach or instruct in academic, moral, or social matters.”
In education, I believe it is necessary to engage in both training and education. The training component allows teachers to develop a solid base of “how to” knowledge that they can use in their daily planning and teaching. How to write a good lesson plan, how to prepare a unit plan, how to make and mark a test, how to teach reading, how to differentiate instruction, how to deal with difficult behaviours in the classroom, are just a few ways that teachers utilize “how to” knowledge.
I would argue, however, that this how to knowledge, although imperative to effective teaching and classroom management, is not enough. Indeed, I feel that teachers must go beyond training to consider the why. In this way they can avoid merely reacting to situations with a “how to” strategy. Instead they can look at each situation and analyze why it occurred, why a certain response may be appropriate, how this response fits into the bigger picture, and what the consequences of a certain response or action might be. This engages the teacher in critical thinking.
It is this element of critical thinking and an ability to define the issues at hand that moves a teacher from the category of trained technician into that of the autonomous professional and reflective practitioner.
With the diversity apparent in today’s classrooms it is important that teachers fall into this second category, demonstrating reflective practice. One solution can’t fit every problem. Within one classroom there are many students, each with their own individual learning needs. Teachers need to be able to respond to this need. I would argue that it is through their education that they can apply their training in appropriate and unique ways to meet the demands of their particular students, and to have a voice in the bigger picture of education today and in the future.
Education, on the other hand, was discussed as being something broader, involving a search for truth that is applicable to the bigger picture. It surpasses the “how to” knowledge to explore the why. The dictionary (Penguin Reference Pocket English Dictionary, 2004) defines the word “educate” as “to teach or instruct in academic, moral, or social matters.”
In education, I believe it is necessary to engage in both training and education. The training component allows teachers to develop a solid base of “how to” knowledge that they can use in their daily planning and teaching. How to write a good lesson plan, how to prepare a unit plan, how to make and mark a test, how to teach reading, how to differentiate instruction, how to deal with difficult behaviours in the classroom, are just a few ways that teachers utilize “how to” knowledge.
I would argue, however, that this how to knowledge, although imperative to effective teaching and classroom management, is not enough. Indeed, I feel that teachers must go beyond training to consider the why. In this way they can avoid merely reacting to situations with a “how to” strategy. Instead they can look at each situation and analyze why it occurred, why a certain response may be appropriate, how this response fits into the bigger picture, and what the consequences of a certain response or action might be. This engages the teacher in critical thinking.
It is this element of critical thinking and an ability to define the issues at hand that moves a teacher from the category of trained technician into that of the autonomous professional and reflective practitioner.
With the diversity apparent in today’s classrooms it is important that teachers fall into this second category, demonstrating reflective practice. One solution can’t fit every problem. Within one classroom there are many students, each with their own individual learning needs. Teachers need to be able to respond to this need. I would argue that it is through their education that they can apply their training in appropriate and unique ways to meet the demands of their particular students, and to have a voice in the bigger picture of education today and in the future.
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