TEACHER TRAINING

Evening Post, Volume CXXIII, Issue 124, 27 May 1937, Page 8

TEACHER TRAINING

(To the Editor.)

• <r ir __i have been interested to read your'reports on the deliberations of the teachers in their recent conference. I notice, amongst other things, some complaints about "teacher training" and proposals tiesighed to effect a much-needed improvement. Unfortunately these proposals seem only to add to existing institutions and to increase the cost of this phase of our educational system. • I was 'disappointed that very little (consideration was apparently given to an improved Use of the facilities that already exist. Two.ma]or weaknesses are at present apparent: (.1) Lack of suitable-tests before trainees are accepted; (2) poor use of the time available. With reference to'the latter; I have never been able to understand Why training colleges require-holidays similar to, if not greater than, those enjoyed by primary schools where I have no doubt the, interest and'Wel^ fare Of the growing child is the fundamental factor. ' Roughly .about onethird of the year is now given up to holidays. When' you allow for the, time taken by examinations it would appear that the bulk of the year's training is crammed into the middle term.,, There are hundreds of young people today either apprenticed to trades. or qualifying as solicitors; accountants, engineers, etc., wh6 work during the day, study at night, and get only two or I three weeks' holiday per annum. • I am not advocating that trainees should be asked to work nigtit and day, I/it rather that the training should be spread over, say, 48 weeks I instead of 36 or 37. In the interests of both teachers 'and scholars alike I am convinced that this is the avenue which should be explored to bring about the much-needed improvement in the standard and '-.efficiency iof teacher, training.—l am, etc., I . ■ -. ' STUDENT. ■