8 Teacher Learning

Teachers are in a difficult position where their knowledge is concerned. Many students view them as adversaries, and the slightest gap in the knowledge of the teacher represents an opportunity for attack. Standing up to the criticisms of peers, students, and the community requires a strong sense of self. At the same time, teachers need to be humble enough to accept new learning if they are to progress.

Traditionally, teachers were viewed as living encyclopedias expected to contain all knowledge relevant to their field. In the past, this was possible, and such polymaths actually existed, but today, we live in a different informational environment. It is no longer possible for a single individual to know everything there is to know about a given field. According to Caltech physicist, David Goodstein (1994), it's still true that 90% of the scientists who have ever lived are alive today, and in fact that statement would have been equally true at any point for the last 300 years (although the trend is probably at its peak, now). Today we have more people at the cutting edge of knowledge than ever before, and at the same time, nearly all of human knowledge is instantly available at our fingertips. Consequently, it is time for the role of teacher to change.

In my opinion, the ideal teacher today is not a breathing copy of Wikipedia, but rather a learning coach. I would prefer to be mentored by someone who didn't have all the answers, but could help me to find them for myself. A teacher should be a master learner, not a master knower, and should be an expert in sifting the accurate and relevant information from the ocean of noise we have available to us electronically. Pedagogy needs to make room for metalearning.

References
http://www.its.caltech.edu/~dg/crunch_art.html