|I *have* a teaching background and that is what makes me want to HS! <shudder>
I have worked for thirty-two years now in schools, public and private, preschool to twelfth grade. I have worked in every aspect of the schools, health room to office to classroom to stockroom to aid to teacher. I have worked on the West Coast and on the East Coast and abroad. I have worked in the classrooms of my siblings and my children.
When I finally finished my credential work five years ago, --although I already suspected--, I knew how silly the whole "teaching background" crock was. Most of the things I learned in student teaching was "housekeeping", i.e., how to set up a classroom for efficiency; most of these ideas are highly subjective, as my education professors felt the teacher's desk should be out of the way, whereas I now work in a school in which the teacher's desk is highly prominent.
Another crock in student teaching was setting up homework. My first student teaching assignment I dropped early since I really did not like the master teacher to whom I was assigned, and she did not like me (can't please everyone). She gave a homework packet to second graders on Monday and it was due on Friday morning. I felt that second graders, especially hers, were too immature to take something home and then pace their progress for four nights and remember to bring in it all in -finished-on an assigned day. FURTHERMORE, none of the subject matter she sent home in the homework had anything to do with the instruction she had going on in the classroom. She claimed to be very organized, but her room was a mess and she counld never find anything in her cabinets. FURTHERMORE, she was absent two to three days every single week, so I was also working with a substitute teacher many times! I paid over one thousand dollars to a State University for this experience!
My second student teaching assignment was with a teacher whose educational background was similar to mine, so we got along fine. However we both clashed in many areas with the University Supervisor who came out weekly to check on my progress.
My third and last student teaching assignment was in the summer time with a teacher who was absent about once a week, but I was able to handle the class well, and I did all of the science, math, and art.
So much for "teaching background". CRAP - all of it!
Much of "Educational" training is politics.
A homeschooling mother/instructor paced the "curriculum" for his/her child. If a child is having problems with reading, then the parent spends as much time as is necessary to help the child over this hurdle. If your child is having trouble holding a pencil and making proper letter formation, then perhaps you can take a while to practice this. Perhaps one or both of the parents had the same problem with reading or writing or holding a pencil as some of these learning patterns are hereditary, so who would be better to teach this child than the parent of this child who him/herself had struggled and conquered the problem.
OTOH, if a child fully understands adding and subtracting, carrying and borrowing (trading?) completely, then go ahead and start the times tables! These are fun! Why wait until the end of second or third grade if your child is ready. In the public schools, they have the State Standards (in CA), and this tells the schools when to teach what.
If you ever read the history about how and why the public schools were established in this country, you will know that schooling has not conquered illiteracy. Washington, Franklin, Jefferson, Banneker, all were educated at home or taught by tutors at home AFTER their parents taught them to read and write. George Washington had only one year of schooling, and wrote a book when he was fifteen.
As a teacher, I have, yes, a "teaching background"; however, I never let my teaching background get in the way of helping my children to learn to read, write, and do arithmetic.