While mentoring and apprenticeship programs are promising, one key factor seems to be missing from conversations about teacher preparation: what teachers will be teaching.
Most teacher preparation programs focus largely on pedagogical approaches and strategies. This leaves new teachers with the daunting task of actually learning the curriculum, mastering its content, and then applying the appropriate pedagogical strategies to teach it — all while “on the job.”
Providing preparation in rigorous curricular content mastery as well as how to structure, sequence, and teach this content to a variety of younger learners would help increase the odds of new teachers’ success in the classroom. (Such an approach could also help focus the efforts of mentoring and apprenticeship programs.)