The knowledge deficit

It is generally recognised that for decades the training of teachers in the matter of how reading should be taught was concentrated mainly in the hands of people firmly rooted in the pre-scientific age. This historical background of incompetent training has of course helped to create in schools a dead weight of pedagogical inertia – an inability to come to terms with contemporary evidence about the teaching and learning of reading. So, the average primary teacher will never encounter within their school any questioning of the utility of teaching word-guessing or hear any of their colleagues challenge the prevailing culture of mixed methods. As a result, teachers work in a kind of protective bubble that isolates them from up-to-date knowledge about the reading process. Indeed, this bubble is so isolating that some teachers have convinced themselves that engaging with knowledge of any kind is somehow distasteful and demeaning. This shows itself in the ‘professional’ reaction against the focus on knowledge within the National Curriculum. Just pause for a moment and reflect on that: Teachers who sneer at the transmission of knowledge…

Source: The knowledge deficit

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