The relevance and appropriateness of the preservice teacher education has raised policy debate among the legislators in different states, with some considering it as a needless detour for the teaching profession. Kip Tellez has backed this assertion through a completed seven-year biographical study of a teacher who did not have the preservice experience, but has applied psychological and instructive resources to emerge as an effective alternative route teacher. Further, while educational training through coursework and higher degree qualifications form a vital component of the teaching content, such qualifications do not necessarily amount to producing effective teachers who are able to pass over educational knowledge to students in an effective manner. The methodology applied in the case study was lengthy interviewing of the participant teacher, and thus several limitations might befall the results obtainable, regarding alternative route teaching being equally effective. The observed transformation of the capability of the teacher from a mathematics and English teacher to the principal of a new charter elementary school serves to back the assertions that alternative routes to teacher education are effective. The case study concludes that it is not the actual application of well defined methodologies of teaching or instructive methods, but the more psychologically a teacher is connected to the students, that enables a teacher, whether with previous preservice teacher education or the one from alternative routes, to understand the educational needs of the students, and thus be able to deliver knowledge appropriately.
The relevance of this article by Kip Tellez is that; the case study reveals that it is through enthusiasm and gaining deeper insights into the students’ education understanding needs, that a teacher can become effective in delivering