The feet were only unbound for cleaning and for love making.
This allowed men to fantasize about the feet.
An occasional insider has joined the fray. Arthur Levine, former dean of what many consider to be the preeminent teacher-preparation program, Teachers College, Columbia University, has been savage in his criticism: “Teacher education is the Dodge City of the education world. Like the fabled Wild West town, it is unruly and disordered,” he wrote in 2006. He then swiftly abandoned his involvement with traditional teacher preparation altogether, starting up his own alternative pathway to teaching, the Woodrow Wilson fellowships. At the time, his remarks were viewed as mutinous by many of his colleagues, particularly his view that the primary accrediting body for teacher education, the National Council for Accreditation of Teacher Education (NCATE), ought to be scrapped. Several years later, insiders conceded that Levine had been right. Accreditation is now being revamped under a new name, the Council for the Accreditation of Educator Preparation (CAEP).
The Perspective of Teacher Educators
Almost all teacher educators acknowledge that the field has deep problems, but their concern has seldom been about the issues raised by external critics such as lack of selectivity, an imbalance between content and pedagogy, or the lack of value delivered. These differences aren’t always recognized because the insider critiques often sound a lot like the external critiques. In reality, insiders are more concerned about the chaos in the field.
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Harking back perhaps to teacher education’s 19th-century ecclesiastical origins, its mission has shifted away from the medical model of training doctors to professional formation. The function of teacher education is to launch the candidate on a lifelong path of learning, distinct from knowing, as actual knowledge is perceived as too fluid to be achievable. In the course of a teacher’s preparation, prejudices and errant assumptions must be confronted and expunged, with particular emphasis on those related to race, class, language, and culture. This improbable feat, not unlike the transformation of Pinocchio from puppet to real boy, is accomplished as candidates reveal their feelings and attitudes through abundant in-class dialogue and by keeping a journal. From these activities is born each teacher’s unique philosophy of teaching and learning.