That Elusive Spark

Without examining the beliefs, values, assumptions, and other thinking processes behind an outstanding teacher's behaviors, the behaviors themselves are relatively meaningless measures of quality.

By Judith Lloyd Yero

Teacher quality has become a priority in both government-led and other education reform efforts. Proposals to improve the quality of teaching address some teachers' lack of accredited training in subject matter, learning theory, and pedagogy. They urge the adoption of higher standards for teachers and stringent tests for teacher certification. Like other attempts to reform education by fiat, these proposals focus on testable and observable teacher characteristics and behaviors, rather than addressing more fundamental factors that may be more difficult to identify and assess.

While it is true that some teachers have inadequate training, I would ask one question. If all teachers had Ph.D.s in their subject areas and master's degrees in educational theory and pedagogy, would it follow that every teacher then would exhibit the quality and effectiveness reformers are seeking? Is there a direct correlation between accumulating knowledge about teaching and being an effective teacher?

An old Sufi tale tells of a man whose neighbors come upon him on his hands and knees under a street lamp. The man explains that he is searching for his lost keys. The neighbors immediately join in the search, but without success. When they ask the man if he's sure this is where he lost the keys, he replies, "No. I lost them outside my door—but...