Depth or Breadth in the Academic Specialization of High School Teachers?

Abstract

A perennial question in teacher educa tion is "How much specialization?" The model practice across the country, if state certification requirements are taken as the measure, is provision for specialization in a given subject field. There are, however, discernible trends in the newer require ments toward specialization in broad fields rather than in subdivisions of a field.

Mr. Orton here presents the reactions of practitioners, those who employ teach ers, and those who prepare them, on this important problem. Mr. Orton is Dean, College of Education, University of Utah.