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The training of teachers has increasingly been the focus of critical inquiry in the field of education: What qualifications should be demanded of those entering the teaching profession? This book examines this crucial issue with an in-depth comparison of the classroom approaches and effectiveness of two groups of secondary school English teachers.

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CHOICE Review

This book, part of the " series, presents research about educational practice regarding teacher preparation. Grossman (University of Washington) is currently creating a teacher-education program through the Puget Sound Professional Development Center. Her work analyzes the relationship between professional education and professional knowledge through six case studies involving first-year English teachers. All have strong background in the content area; three have had formal professional preparation for teaching and three have not. A comparison of their teaching suggests the importance of methods courses that provide information about pedagogical content knowledge as well as subject-specific pedagogical coursework. Grossman dispells the myth that adequate teacher preparation involves only direct experience without more systematic knowledge of teaching. The case-study methodology provides interesting reading and in-depth insights into the process of learning to teach. An important study in a much needed area of research. Excellent references. Highly recommended for undergraduate and graduate collections. J. D. Davenport California State University, Hayward