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Teacher recruitment
Those who can
How to turn teaching into a job that attracts high-flyers
Feb 14th 2015 | From the print edition

アメリカのTeach for AmericaやイギリスのTeach Firstなどを好意的に捉える一方で組合が既得権を守り凡庸な教師を延命しているとEconomistは見ているようです。まあ、日本の一般的な考えも似たようなものでしょうね。

ティーチ・フォー・アメリカ(Teach For America、TFA)とはアメリカ合衆国のニューヨーク州に本部を置く教育NPOである。アメリカ国内の一流大学の学部卒業生を、教員免許の有無に関わらず大学卒業から2年間、国内各地の教育困難地域にある学校に常勤講師として赴任させるプログラムを実施しており、2007年にはビジネスウィーク誌が調査したアメリカの学部学生の就職先人気ランキングの10位に入っている[1]。また、2010年には全米文系学生・就職先人気ランキングで、GoogleやAppleを抑えて1位となった[2]。

Even where the profession is in disrepute, high-flyers can be lured into the classroom. Teach for America, which sends star graduates from elite universities for two-year stints in rough schools, is being copied around the globe (see article). Private employers snap up its alumni—but many stay in teaching. Teach First, Britain’s version, has helped raise standards in London and is one of the country’s most prestigious graduate employers. Such schemes are small, but show that when teaching is recast as tough and rewarding, the right sort clamour to join.

Spreading the revolution to the entire profession will mean dumping the perks cherished by slackers and setting terms that appeal to the hardworking. That may well mean higher pay—but also less generous pensions and holidays. Why not encourage teachers to use the long vacation for catch-up classes for pupils who have fallen behind? Stiffer entry requirements would raise the job’s status and attract better applicants. Pay rises should reward excellence, not long service. Underperformers should be shown the door.

Standing in the way, almost everywhere, are the unions. Their willingness to back shirkers over strivers should not be underestimated: in Washington, DC, when the schools boss (a Teach for America alumna) offered teachers much higher pay in return for less job security, their union balked.


How do you determine who is abysmal and who is successful? Testing? Testing doesn't measure the teacher, it measures the student. Funny, we don't blame doctors when obese patients die nor do we blame lawyers when the murderer they are representing is convicted. Since most schools are run by elected school boards, the parents already have this power.

より冷静にTeach for Americaの成果そのものを疑問視するコメントもあります。

Secondly, the research on these programmes is mixed to say the least. This is well-known. Recent studies in England (IFS, 2014) suggest behaviour management of Teach First recruits is significantly worse than other routes.

Thirdly, the recent revelation that TFA numbers are down for a second year. The article attributes this to the upturn in the graduate job market, others would attribute this to widespread criticism from within and outside these programmes such as the complaint that the most disadvantaged in society deserve better than to be treated as a stepping-stone to another career, that recruits are not adequately prepared, that schools are being overcharged, that recruits are being exploited in order to break the teaching unions, to lower staff costs, to reduce pension liabilities etc. etc.


Answer Sheet
Teach For Finland? Why it won’t happen.

By Valerie Strauss February 12 at 4:00 AM


English-language education
The mute leading the mute

Why are countries failing so badly at teaching English?
Feb 14th 2015 | MEXICO CITY | From the print edition

the blind leading the blind(盲人が盲人を導く)にかけて、英語を話せない英語教師に当てつけてThe mute leading the mute(唖者が唖者を導く)と煽りタイトルになっています。

the blind leading the ˈblind
a situation in which people with almost no experience or knowledge give advice to others who also have no experience or knowledge

Comparable global data are scarce, but experts say the situation is similar in much of the non-Anglophone world. Common problems include bad teachers hired via written tests rather than oral ones, and an outmoded approach that sees English as a foreign language to be taught about, rather than a lingua franca to be taught in. Teachers’ lack of fluency means too little English conversation in the classroom, says John Knagg of the British Council, so pupils do not get used to using the language. It is as if they were being taught to swim without ever getting into the water.

(比較できる国際的データは少ないが、専門家によれば英語を母国語としない国のほとんどは似た状況である。共通の問題には口頭のテストではなく筆記テストで雇われた質の悪い教師や、英語を国際語として習うのではなく、外国語として教える時代遅れのアプローチなどが含まれる。教師が流暢に喋れないため教室で英語が話されることはほとんどないとブリティッシュカウンシルのJohn Knaggは語る。このため生徒は英語を使うことに慣れていかないのだ。これは水に入ることなく泳ぎ方を教えられているようなものである。)