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American Teacher Education (The Normal School (Two-year training for…
American Teacher Education
Early American Teachers
Colonial Period
New England
Town schools with elementary curriculum
Congressional Church's Calvinist creed
Latin grammar preparatory schools for college-bound boys
Congressional Church's Calvinist creed
Mid-Atlantic
Church relate schools - Presbyterians, Quakers, Luterans
South
Teachers private employees of plantation owners as tutors for their children
Types of Schools
Dame Schools (female)
In teacher's home - similar to today's daycare/preschool
Minimal education required for teacher
Vernacular Schools (male)
Boys and girls 6-12 taught local language and religion in a schoolhouse
Minimal education required for teacher
Latin Grammar School (male)
Bachelor's degree expected for teachers
Early National Period
Samuel Read Hall
Raising teacher standards would improve schools
Academy Schools
Latin grammar and teacher prep offered
In NY, academies used for teacher prep
Curriculum: elementary school curriculum; science, history, and geography; teaching methods; teacher responsibilities
Teacher's Institute
Conference for current teachers
Keep educators informed and up-to-date on current methods
Women as Teachers
Catherine Beecher
Women were more prepared to be teachers because of "domesticity"
"By 1886, 63 percent of the teachers in the United States were women" (Gutek p.211).
The Normal School
Two-year training for common school teachers
Emphasized content and teaching methods
Used experienced teachers as mentors to critique new teachers
Started with Carter and Mann of Massachusetts
Moved to Albany, New York
David Perkins Page:
Theory and Practice of Teaching or the Motive and Methods of Good School-Keeping
(1847)
Book used in teacher education programs
Widespread throughout country but different curriculum and admission standards
Problems: students and professors sometimes lacked academic or emotional preparedness and there was minimal financial aid
American Normal School Association (1858)
Department of Normal Schools (DNS) of the National Teachers Association (1866)
National Education Association affiliation in 1866
1885, DNS motioned to standardize normal schools
Normal school diploma is good for life
Teacher keeps education as primary focus
Every school works together to achieve a philosophy of education and standardize admission and curriculum
Education as a Profession
Andrew Draper (Superintendent in NY) proposed that education become a profession
Why it was not yet a profession:
Many unqualified teachers who lacked degrees
Lack of organization/standardization for certification
Lack of philosophy of education
To be a profession:
Knowledge of effective methods
Foundation in philosophy and history
Knowledge of elementary and secondary curricula
Encouraged improvements in teacher education
High number of students in secondary schools led to need for more teachers to have degrees
Normal schools began transitioning to universities in the early 1900s
Shaping Current Teacher Education Programs
Special Education
The Education for All Handicapped Children Act (1975)
Teacher ed. programs had to provide special education instruction for all teachers and provide a curriculum to encourage more special ed. teachers.
Technology Explosion
1960s started incorporating computers into instruction
Teacher prep programs add technology in education class
Progressive Influence
Francis Parker
Child-centered approach: teachers know each student as an individual and approaches their instruction with care and understanding
Marietta Johnson
Children learn from their environments: stressed the importance of field trips and experiments/activities
William H. Kilpatrick
Student and project-centered approach to teaching: guide students through learning as a facilitator in a project