Ok, I looked more carefully at the thread. First - was the opening post originally worded as I see it now? It seems shorter than I remember. Unpacking this.
* The tone in both posts is rude, especially the second one (which I didn't see until now - it's on the 2nd page I think). The thread is entitled "question" but mostly it's a lecture, and put-downs on teachers, with a certain air of superiority (unwarranted). The "question" appears to be how to find a teacher who would teach these kinds of things. The "on" teachers, rather than "to" teachers I suppose hints at it. "Question on how to find a given type of teacher" may have been a clearer title.
* In the post, there is an idea, and that is what I focused on originally. Namely that somewhere in a scale you will find the pattern 123 1234(5). You may not get to the "1" until the Mediant or some other note, but it's there. I found this to be an important concept, and it brings you past blindly memorizing a gazillion finger numbers. If any student who is starting to learn is reading this, it seemed a good thing to be aware of. I didn't want the baby to be thrown out with the bathwater through "completely false" because this idea is not completely false - there is truth to it. The whole thing was poorly stated, however, and especially because it was not stated by a teacher or an expert. -- The idea also of looking more deeply (or intelligently) at scales and fingering, this is also not a false idea. The when and how is another matter. There are also other aspects beyond that pattern that was highlighted. You want a proper teacher for that. And AZNpiano was correct in suggesting a teacher change.
[i]To the question on finding such a teacher[/i ]
Attitude. Attitude. Attitude.
Two scenarios. Supposing you get a teacher who does know these things and is capable of teaching them. Teachers face an ongoing problem where students will not bother to do or follow up on what they're told. Older students will also often "know better" than the teacher, and thus not follow the guidance, or be selective on what they'll try. Having this experience oodles of times over the years, they will be tempted not to bother unless the student shows signs of being worth it, through their attitude. Otherwise the teacher can also give the necessary minimum: say, dictating the standard finger numbers that we seen on the chart that ws provided here. You won't get, what you could.
If you show bad attitude, you might not even get in the door with a good teacher.
That's part of how to find and get such a teacher.
Meanwhile, I get the anger if you have indeed been mistaught, and wasted your time doing inefficient things. Assuming that you went along with what you were told with an open mind, and it was the wrong thing. A lot of us have been there, and in fact if you ask professional musicians and teachers, many of them will probably tell you stories of this and that poor teaching. They got there despite it, by persevering. You do NOT want to be projecting your anger, suspicion, or disdain, toward teachers you are consulting.
Another obstacle, if you have been poorly taught and consult a new teacher, is that because of the poor teaching you received, you will come across as ignorant, because the poor teaching created that ignorance. I myself was in that boat. Even if I did manage to understand something on my own, trying to express it, I sounded like a gibbering idiot, because I did not have the vocab or the "ways". I am much more likely to land a good teacher if I had to find a new one, or started a new instrument, because I know how to express myself, how to listen, how to ask questions, and how to work. BECAUSE I've had good teaching since then, and it gave me that.
I don't know if the OP will even be back, but here's my answer. For the OP or any other fellow student who is asking a similar question now or in the future. Peace out!