"Those Who Can, Do. Those Who Can't, Teach": TFA and Teaching as a Skilless Resume Filler

As one education professor put it to us, everyone has been to school, therefore everyone thinks they know how to teach. In general, adults in the U.S. tend to think that teachers have no specific skills, beside proficiency in the child-level content material they teach. In a way, it reminds me of the children who think their teachers live inside the school, only with worse consequences.
As a result of this deeply-held belief, in the U.S. particularly there are quite a few "filler jobs" in education relative to the number of genuinely rigorous teacher training programs. Many jobs in the Peace Corps and Americorps leave to chance that someone will take the time to teach their members how to teach, assuming that any American with a Bachelor's degree has something to offer to children. While some members have great mentors and comprehensive training, most do not, meaning that countless children a year are talked at or played with in a school without any systematic or quality instruction, and therefore deprived of the education they deserve.
This phenomenon extends beyond volunteer work into the professional world, unfortunately. Many entry-level teaching positions simply place adults in front of students without significant instruction or modeling of how to teach. For many summer enrichment or supplementary programs, one could argue this is okay, since it is on top of students' presumably adequate schooling. However, sometimes these untrained rookies lead regular school-year classes, replacing a certified, educated instructor. The most infamous example of this is, of course, Teach for America. How many colleagues I had in college who openly admitted to having no interest in teaching but to applying to TFA to fill out their resumes before law / med / graduate school, I could not tell you. How many friends and friends of friends I know of who started and then floundered within the first year, leaving their students without their own instructor, I could not tell you. How many peers I know of who completed the work, relying on previous education coursework, out of a sense of commitment to their students and then skedaddled, confessing that the program was detrimental, I could name a few, but their serendipitous excellence hardly undoes the damage done by the rest.
Given the recent Supreme Court rulings on labor, there is no doubt that charters and various alternative programs will continue to eat away at traditional teaching tracks, wiggling out of compulsory teacher education and public accountability. For as long as we as a society hold to the belief that teaching isn't a real job that requires real skills, these forces will continue to deprive students of the education they deserve and undermine our public value in a free, quality education for all students. Whether they do it under a shiny mantle of "start-up disruption" or altruistic saviorism matters not.