Michael Strong argues for The Missing Institution:
Teaching is fundamentally a performance art — real time interactions in chaotic and complex human situations. There are no institutions in our society that provide for an environment in which master practitioners of this performance art systematically transfer their expertise.
Instead, academic departments of education have an effective monopoly on teacher training. In order to become a professor of education one must complete a Ph.D. and publish a series of research articles. The ability to produce academic research articles is not related to the ability to practice a pedagogical performance art. The analogy that I find compelling is musicianship — while there is nothing wrong with the academic study of music, one would never imagine that academic courses taught by music scholars provide the optimal path to becoming a performing artist. We don’t require Placido Domingo or Adele to take courses taught by music Ph.D.s in order to perform. There is no reason to believe that there is any correlation between being able to ace an exam on music theory and being a dazzling vocalist. Why should we imagine that such a correlation exists in education?
There are brief student-teaching assignments at the end of many teacher credentialing programs, but they are the lost stepchild of an education department — one doesn’t climb the academic career ladder for creating a better student teacher program. Moreover, even these programs are designed and controlled by education professors rather than by virtuoso teachers.
Imagine, instead, if Escalante had been a great martial arts teacher. He might have established his own school. Students from around the world would have flocked to learn directly from him. Gradually, some of his best students would open up their own schools. They would prominently display their lineage, the fact that they had studied directly with Escalante. People who were interested in becoming serious about a particular martial arts form would ask around to discover who were the best teachers. Those schools could charge a premium. Sometimes such schools would trace their lineage back through several generations of great teachers.
I describe the fact that there is no Escalante School of Mathematics Teaching as “The Missing Institution.” In the absence of government and academic domination of education for the past century, we would have seen the creation of many such training centers founded by brilliant educators, each designed to transmit their artistry.
Indeed, the Montessori and Waldorf educational systems were each designed by inspired educators; their work has existed outside of the system for nearly a century, despite considerable hostility from the establishment. Both have their own teacher training and school accreditation systems. This demonstrates that distinctive pedagogies spontaneously generate distinctive teacher training systems when they are able to do so. “The Missing Institution” is not missing in the case of Montessori and Waldorf (though in each case the training institutions are imperfect and financially precarious).