In the Occupational Outlook Handbook, the Bureau of Labor Statistics (BLS) outlines career information (training, earnings, job prospects, nature of the work, etc.) for all major and legal professions. I was taken aback by their discussion of teachers:

Teachers act as facilitators or coaches, using interactive discussions and “hands-on” approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize “props” or “manipulatives” to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, the teachers use more sophisticated materials, such as science apparatus, cameras, or computers.

I do not necessarily object to this kind of instructional environment. Let parents choose a school for their children that uses these methods. What irritates me is that the BLS definition advances an ideology – a vision of teachers gleaned from your local neighborhood ed school. Traditional instructional approaches be damned! The discussion continues,

To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is a major stimulus generating changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills.

To be prepared, students must know certain things too. Teachers provide the foundational knowledge – not “tools” or “environment” – for their students to develop critical thinking and communication skills. And the emphasis on collaboration and interaction reeks of the same ed school ideology (read: Deweyian, Progressive) from above.