I think, therefore IB

The notion that teaching is merely a trade, best learned through an apprenticeship model, fundamentally misunderstands the essence of the profession.

Teaching is not just about mastering classroom management or following a prescribed curriculum—it’s about fostering critical thinking, inspiring curiosity, and shaping future citizens. Reducing the preparation of teachers to an apprenticeship undercuts the complexity and intellectual rigor required to be a true educator.

Teaching is a profession, not a trade. Like doctors, lawyers, or engineers, teachers require a deep understanding of theory, research, and pedagogy, which forms the foundation of their practice. Colleges of education exist to provide this essential grounding, offering teachers not just practical tools but also the theoretical insights necessary to adapt, innovate, and respond to the ever-changing educational landscape.

The proposal to replace formal education with apprenticeships might seem appealing in its simplicity, but it dangerously devalues the role of academic study in teacher preparation. Learning how to manage a classroom is critical, but without a solid grasp of child development, educational psychology, and social foundations, teachers are ill-equipped to meet the diverse needs of their students. These are not just “interesting” topics; they are the bedrock of effective teaching.

Furthermore, the suggestion that current teachers should take on the primary role of training new educators ignores the reality of the profession today. Teachers are already overburdened, underpaid, and undervalued. Asking them to shoulder the additional responsibility of training apprentices without significant compensation or support is unrealistic and unsustainable. If we want to keep great teachers in the classroom, we need to pay them and treat them as the professionals they are.

The push towards merit-based pay and apprenticeships might sound like innovative solutions, but they risk turning teaching into a mechanized, deprofessionalized occupation. We must remember that teaching is not just about delivering content—it’s about shaping minds, guiding emotional development, and nurturing the next generation of thinkers and leaders. This requires a level of expertise and intellectual engagement that cannot be achieved through apprenticeship alone. If we truly want to elevate the profession, we need to invest in teachers’ education, pay them what they are worth, and respect them as the professionals they are.

---