Teacher Education: What Teachers Need to Know

Abstract

In the following pages I will outline suggestions for ways that both in service and preservice teachers can gain the knowledge and skills required to responsibly and creatively promote religious literacy in the schools. Before doing so, however, I first want to articulate the underlying assumptions I hold regarding teachers and the teaching profession. These assumptions deeply inform the approach to teacher education that I outline below and are, therefore, important to explicate. These build upon and assume the more fundamental assertions I articulated in Chapter One regarding the purpose of public education itself To reiterate, I believe that schools should provide students with the skills and experiences that will enable them to 1) function as active citizens who promote the ideals of democracy; 2) act as thoughtful and informed moral agents; and 3) lead fulfilling lives. This assumes that we need to train teachers who will also share these values and who will be equipped to inspire their students to achieve these goals.