The changing role of a teacher A bird’s eye view of issues from the early 20 th century to present day

The Rise of the Scientific Method Franklin Bobbitt proposes the analysis of adult life and work to scientifically determine the skills and the content for training learners for “proficiency in citizenship” (2013, p. 11). The teacher is seen as a member of the scientific community. An educator’s mandate is to follow a set curriculum that would provide the training necessary for students to have productive adult lives (Bobbitt, 2013).

Dewey and Montessori Montessori’s approach “elevates and transforms the role of teachers” (Flinders & Thornton, 2013, p. 5). Teachers observe students and develop activities to help them develop their interests and abilities. Dewey’s approach changes the teacher’s role to one of facilitator rather than a dispenser of pre-determined knowledge.

The progressive education movement of the 30’s and 40’s enables teachers to have greater independence and control over curricular implementation, instructional strategies and evaluation processes. However, Lemiski and Clausen (2006) suggest lack of training for Ontario’s teachers prevented this reform movement from being successful. While Alberta’s teachers were given extensive training in educational strategies, they were not given the education necessary to adopt the basic theory of the new progressive curriculum.

50s and 60s Education is strongly influenced by Ralph Tyler who advocates the use of curriculum specialists and the production of curriculum that includes specific behavioral objectives. The role of the classroom teacher is to implement the curriculum so that changes(actions, feeling and thinking) in student behavior occur.

70s, 80s and 90’s Attention in education focused on the reasons why previous reform movements failed to produce the desired outcomes. (Flinders and Thornton, 2013) Apple and Teitlebaum: (1986) Teachers are losing control of curriculum and their skills. Pinar (1993) : Teachers are at the mercy of the hegemonic process ” (social, political and economic influence). Fullan (1998) : “Teachers failed to make the effort, or their commitment turns to despair, in the face of overload and political alienation” (p. 6). Apple (2013) : Teachers were suffering the effects of “intensification”, the erosion of work privileges, and a “workload that has escalated over time” (p. 173)

“Never before has the need been so great for teachers to become agents of change and position themselves as problem solvers at the school level” (Owens, 2008, p. 57) Standardized assessment Funding cuts Multi- cultural classroom accountability Increased class size Preparing students for an uncertain future Student Diversity The 21 st Century Teacher Parents as partners Technology