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TUTORIAL 2

:CULTURE AND

TEACHERRichmond, k. (1965). Culture andGeneral Education. Methuen:Methuen and Co. LTD

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In practice, the main job of the school has

always been to inculcate a set of social andcivic values and to provide the young with

basic skills for earning a livelihood

Refinement and civilizing achieved is

incidental

Sir John Adams pointed out that education

is never more ineffectual than when loses

sight of any down-to-earth motives

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Short-term objectives precedes the more

idealistic and ultimate goals

For eg. teacher teach maths so that pupils

can score in their exam

Music and English literature teacher gives

more concern on examinable aspects

instead of aesthetic training and the

formation of critical judgment

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Teacher are generally regarded as well

educated and have privilege of an above-

average cultural status.

But nowadays, due to the mass education,

teacher is just another white collar

occupation, having same status with

accountant, bank manager etc.

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In Scotland, the male teacher who does not

possess a degree is looked upon as an

unpardonable error

It is presupposes that a university degree

guarantees a level of knowledge and

intellectual competence which cannot be

obtained elsewhere.

The degree award is a sign that the

candidate has high intelligences, good at

memor work and that he ass a series of

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Scotland- the relationship between the

universities and the new college of

education is weak.

Many issues arise : are there solid grounds

for the hostility shown towards the

employment of non-graduate men

teachers in Scotland? Are there differencesin standards in between Mens College and

Womens College?

Culture test could be used to settle these

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There is positive correlation between

test-culture and test-intelligence. The suitability of candidates for the

teaching profession is assessed intwo-ways :

Theoretical according to their

performance in a written examination

Practical according to their

performance in classroom.

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Criticism on theoretical assessment-

allowing graduates to walk straight into

jobs without undergo any professional

training.

Criticism on the examination

assessment-why ability to satisfy the

examiners through the essay-type paper

should be taken as an indication of

eventual success as a practising teacher.

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Test culture is administered in different

teaching institution.

Some of them have gained good Honours

degrees while there are some of them

show that there was no obvious connection

between the test-profile and the type of

course being followed.

Intelligence, inquiry and information are

the three main factors in test-culture.

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Appreciable gap between the cultural

attainments of graduates and non-

graduates

Differences between the level of general

education in Training Colleges

Students in Mens College score in a

cultural test better in Womens College

- students in Womens College have lack

of interest about cultural field in the test

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Headmasters are responsible for

surveillance of the young beginner during

his first 2 years of service

After that, the teacher may not necessarily

improve, instead some may become worst

without surveillance

Teaching job is organized on a waiting-list

basis thus many aspiring teacher have to

wait to get into the system

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In America, sub-standard teachers have to

undergo in-service training to improve

themselves

In many states, teachers have to renew

their certificates in order to continue their

services.

Teacher adds to his qualification and is

updated about current development in

educational theory and practice.

Even though teachers attend refresher

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CONCLUSION It is wrong to presume that non-graduate

fail to develop new growing points because

they are not intelligent enough.

If graduate teacher happens to improve, it

is not because they are better

academically, but because they are more

passionate in teaching.