Search results for: Hess Frederick M.

During the late 19th and early 20th centuries, the teaching profession was designed to match the rapid expansion of schooling. It relied on a captive pool of inexpensive, educated female labor and assumed little in the way of a professional knowledge base. Teacher preparation and development were designed accordingly. The author argues that the job of a K-12 “teacher” has remained markedly undifferentiated and static over the past century, despite advances in technology and communications.