Common sense cannot and must not serve as the basis for professional prac tice, argues Haberman. Indeed, some common sense is nonsense; and some teachers who are well-educated and well-intentioned, but professionally un trained, are counterproductive in their efforts to foster student learning. The author describes the fallacy of basing teaching practices solely on common sense principles. He further asserts the need for teacher educators to make sig nificant improvements in present teacher preparation programs.
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