This essay begins to address the issue of indoctrination in the context
of the education of teacher candidates based on the author’s decades-long
experience of working in a teacher preparation program in the northeastern part
of the United States. After reviewing the relevant literature on indoctrination
and education, the author introduces the reader to Professor K, an imaginary
instructor in a teacher preparation program who assesses her teacher
candidates, among other dispositions, on their ability
to “commit to equity and social justice”
and “advocate with courage
for disadvantaged students.” The author analyzes
Professor K’s expectations of her students as a case study of actions that border on indoctrination. He argues that such actions
may lead to harming rather than helping teacher candidates develop into
independent thinkers and responsible educators. Based on his analysis of this
case study, the author concludes the paper with some implications and
recommendations for teacher preparation programs.
