John Miller at National Review Online offers a thougght on contemporary teacher education:
I've always thought that the biggest problem with teacher education is that prospective teachers spend too much time listening to professors talk about pedagogical theory and not enough time learning their core subjects. In other words, a lot of students who go on to become 10th-grade history professors actually take fewer history courses than ordinary history majors.
Miller's right about this, I think. Prospective teachers (at least secondary teachers - elementary teachers may be in a different situation) would be much better served if colleges would simply dispense with all the education courses they require of their students (except student teaching, which should be extended over two semesters) and just have them learn the subject matter they'll be teaching. It's not that education courses aren't valuable. Some are, I suppose, but they become more valuable and relevant to teachers after they've been at the job for a while and see first-hand the need for whatever skills those courses impart. Before someone has been in front of a classroom for a couple of years all that pedagogical theory really makes little impact and is easily forgotten. After one has been teaching for a while, however, it becomes much more meaningful.
Teachers should get their Bachelor's degree in the discipline they'll be teaching, not in education, and then, after they've accumulated some experience, and if they wish to pursue an MEd, or want to take courses to move up the pay scale, those education courses might prove worthwhile for them.
RLC