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Volume 3, Issue 3 (1974)

Questions Teachers Ask About Career Education

pp. 29—33

No major, lasting change can occur in American education without the active support of the classroom teacher. The edicts of the school administrator, the rhetoric of the educational philosopher, the findings of the educational researcher, and the voice of the general public can all be effectively ignored by the teacher by simply closing the classroom door and facing his students. The strength of “teacher power” as a determiner of educational change is directly related to the extent to which teachers themselves are asked to change their attitudes, their philosophies, their competencies, and their teaching methodologies. Like most others who call for major educational change, many of the advocates of career education have assigned classroom teachers a greater portion of the blame than they deserve and a greater share of the responsibility for change than they can possibly assume on their own. Thus, it is not surprising that large numbers of highly competent, conscientious, professional teachers are today asking a great number of questions regarding their role in career education and about the viability of the career education concept itself.

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