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Teacher Education in America: Reform Agendas for the by Christopher J. Lucas (auth.)

By Christopher J. Lucas (auth.)

Teacher schooling in the US is a thought-provoking research of the key matters and difficulties surrounding instructor practise. Christopher Lucas deals precious insights into this ongoing debate. together with an illuminating account of the historical past of instructor schooling within the United States.

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Additional info for Teacher Education in America: Reform Agendas for the Twenty-First Century

Sample text

Page was assisted in this venture by another highly-respected educator of the day, William F. Phelps (who later was chosen to head the New Jersey State Normal and Model School at Trenton when it first opened in October 1855). In New York State in 1853, Edward Austin Sheldon was elected secretary of the Oswego Board of Education. During his tenure as superintendent of schools, a well-organized model school was first 26 TEACHER EDUCATION IN AMERICA developed. Subsequently, a full-fledged normal school also was begun.

What it recommended instead was that private academies such as the St. Lawrence Academy at Potsdam and the Canandaigua Academy be called on to offer a few teacher-training courses supplemental to their regular curricular offerings. Two years later the state's legislature went so far as to provide modest state subsidies to those private secondarylevel academies within its jurisdiction willing to incorporate some type of pedagogical lecture series into their programs. Not long afterward Pennsylvania, Indiana, and Wisconsin cautiously followed suit, each authorizing limited financial aid to private schools in support of teacher training.

It was by no means always plain what reformers had in mind or what they hoped to achieve. Some clearly wanted formal courses of instruction in what would later be dubbed "the science and art" of teaching-in other words, training in pedagogy and classroom management. But just as often the notion of preparatory training for teachers meant little more than additional study of the subjects a teacher was expected to teach. Had it not been for the indefatigable efforts of a relatively small handful of innovators, the idea of teacher training as a discrete enterprise in its own right might have languished much longer than it did.

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