Professionalism and the public good. A brief history of teacher certification.

Autor/in	Angus, David L.
Sonst. Personen	Mirel, Jeffrey (Hrsg.)
Titel	Professionalism and the public good. A brief history of teacher certification.
Quelle	Washington, DC: Thomas B. Fordham Foundation (2001), VII, 42 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
Schlagwörter	Wissen; Bildungsgeschichte; Bildungspolitik; Schulaufsicht; Schulverwaltung; Lehrerorganisation; Lehrerausbildung; Ländlicher Raum; Stadt; Geschichte (Histor); Staat; Professionalisierung; Qualifikation; Pädagogische Hochschule; 19. Jahrhundert; 20. Jahrhundert; Kontrolle; Standard; Zertifizierung; USA
Abstract	This publication gives an overview on the history of teacher education in the United States. It "begins in the nineteenth century, when schooling and teacher preparation followed two wholly different patterns, one mostly in rural areas, the other in cities and towns. During this period, even as professional educators advanced the notion that all teachers should be prepared through formal training programs, Americans were skeptical. Those in rural communities especially tended to believe that good teachers were born rather than made, and that they needed only a little bit of formal pedagogical training. For the most part, educators were not thought to possess a body of important, arcane knowledge, and nineteenth century Americans generally resisted the idea that experts should decide key questions about schooling. In the first three decades of the twentieth century, however, professional educators gained greater control over the nation's schools and the licensing of teachers. Local communities gradually lost the ability to determine for themselves who would teach in their classrooms. As far as the professionals in the "education trust" were concerned, the wishes of ordinary citizens were irrelevant. Gradually, formal, university-based education requirements for teachers replaced the old certification exams, which the professional education establishment belittled as a back door route that allowed poorly qualified persons to infiltrate the nation's classrooms. After World War II, professors in other parts of the university besides schools of education, soon joined by teachers' organizations, sought a larger role in the determination of policy for teacher preparation and certification. School quality became a big issue in the years after Sputnik, and some blamed the colleges of education. In the late 1950s, the system of teacher preparation came under attack for its low standards of entry and exit, its Mickey Mouse courses, overemphasis on pedagogy rather than subject mastery, the lack of a coherent professional knowledge base, and the absence of reliable evidence that teacher training has a relationship to effective classroom teaching. By the mid-70s, the ideas of the education establishment were rejected by much of the public and even by many within the profession. This skepticism runs broad and deep today. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)