Education Teachers, Postsecondary

The education professor prepares future teachers and educational leaders—teaching courses in pedagogy, curriculum, counseling, and educational policy while conducting research that shapes educational practice. A typical week divides between teaching, research, and supervision. Perhaps 40% of time goes to classroom instruction—courses on learning theory, instructional methods, classroom management, and educational foundations. Another 30% involves research and writing: conducting studies, analyzing data, and publishing in academic journals. The remaining time splits between supervising student teachers, advising graduate students, and committee service.

People who thrive as education professors combine scholarly rigor with genuine passion for improving educational practice and the ability to connect with students who will become teachers. Successful professors develop research programs that contribute to knowledge while remaining connected to the practical realities of K-12 classrooms. They model the teaching practices they advocate. Those who struggle often become too theoretical, losing credibility with practitioner students. Others fail because they cannot maintain research productivity while meeting teaching demands, or find the slow pace of educational change frustrating. The gap between educational research and classroom practice creates ongoing tension.

Education faculty have shaped how teachers are prepared and how schools operate. John Dewey's influence extended from philosophy to classroom practice. More recently, education researchers have contributed to debates about standards, assessment, and equity. The field experiences tension between those emphasizing research-based practice and those who view teaching as craft learned primarily through experience. Education schools face criticism from multiple directions.

Practitioners cite the opportunity to improve education at scale through teacher preparation as a primary reward. The intellectual engagement of educational research provides stimulation. Academic freedom allows pursuit of important questions. Watching former students become effective teachers provides satisfaction. Common frustrations include the relatively low status of education programs within universities and the criticism education schools receive from reformers and traditionalists alike. Many find the disconnect between research and practice discouraging. Grant funding competition is intense.

This career requires a doctoral degree in education or related field, typically EdD or PhD. Substantial K-12 teaching experience is valuable for credibility. The role suits those who want to improve education through research and teacher preparation. It is poorly suited to those who prefer direct work with K-12 students, find academic politics frustrating, or need validation from immediate impact. Compensation follows academic norms, modest compared to other professional fields but including tenure protections and intellectual freedom.