History of Education, Teacher Training, Teaching, Teachers

Western history of instructor training, education history, teaching theories, education of teachers, modern history od education, started in early 18th century Germany: teaching seminaries educating teachers were the first formal instructor training in Western history of education and teaching.

(History of education had 2nd century-BC Greek Spartan free public education, Athenian Academy in anticipation of age 18 and higher Academy and Lyceum; Roman private formal schooling in tiers; China’s 1st century-BC administrator examinations; 1st century Jewish informal Cul’ Tura general education; Islam’s 9th century universities [madrasahs]; 16th century Aztec mandatory teen education; 18th century Russian nation-wide education, Poland’s Education Ministry, Chez ‘instructor of nations’ Comenius’s ‘Didactica Magna’ on universal education [compulsory, certified teachers, tests]; leading later Western history of education –17th century Scotland’s free education, 18th’s Norway’s mandatory literacy and New Zealand’s standard education, 21st’s Europe’s Bologna process equalising educational qualifications.)

Instructor education and training, first instructor training college in French history of education and history of teaching, Jean Babtiste de la Salle’s 18th century Brothers of the Christian schools, had non-clerical male teachers teaching poor and middle class children. Based on Greek philosophers’ way of life of education and teaching, re-introduced by Islam, spirituality was not its only reason, basis of education. Instructor education and training had been clerical –this was Western history of education’s first secular instructor training college.

This way of life of education changed educational history’s mind-set to education. It reformed education, educational theory, learning, enabled further education reforms and educational theories of teaching in history of education. With education reforms in education history, educational theory of instructor education required of teachers an understanding of the human mind and the theory of education, knowledge of sciences and arts, principles and educational methods of teaching. This need in educational history for a teaching method, method of education, necessitated theories of education -in Western history of education educational theories on instructor education interested educators.

These educational philosophies and theories of education on instructor education became the norm in Western history of education, instructor training establishments first Normal Schools in the history of education and training of teachers.

Instructor education progressed educational history: in history of education and history of teaching the system of education required and enabled knowledge, in-service experience, certification for teachers, continuing professional development for teachers in teaching. This non-uniform system of instructor education and training enabled teachers, while teaching, at instructor seminars to refresh and boost their knowledge of theory of education and method of teaching -exchanging thoughts among teachers.

Napoleon, in history of education and instructor training, uniformed professional teaching. Adopting Germany’s instructor seminars, in French history of education and in Western history of education and training of teachers, established the first uniform instructor education system.

Neither the USA’s educational history nor British history of education did in educational philosophies, systems of education, include formal instructor education and training, although Elizabeth-I had introduced teachers’ moral teaching fitness certification in instructor education .

In England’s history of education and teaching, in early 19th century Joseph Lancaster and Andrew Bell founded the Lancastarian teaching method of instructor training: in a monitorial system of instructor education and training senior students (‘monitors’) receiving teaching from tutors were teaching junior students, acting as teachers.

In Scotland’s history of education and teaching, 17th century free education compulsory in late 19th, Germany’s instructor education and training influenced David Stowe’s founding the Glasgow Normal Seminary for teachers.

Progress in teaching and instructor training started with Horace Mann’s Massachusetts Normal Schools in the USA’s educational history, and in Britain’s history of education by the churches’ and voluntary organisations’ instructor training colleges and teaching the colonials.

In philosophies of education arguments followed on instructor education in educational history: should persons of lower English social class attend instructor training colleges and give teaching to children of higher social class!? Might teachers’ teaching not shape young French minds with liberal thoughts?!

(Japan’s educational way of life [perhaps influencing the USA's educational way of life, history of education and teaching] emphasised jingoistic instructor education and teaching.)

In Europe’s history of instructor education and training, Rosencrantz’s 19th century ‘Way of life of Education’ emphasised ‘philosophical and psychological data’; this, resembling Islam’s university faculties, developed into separate teaching disciplines.

In Sweden’s history of education and teaching, Pestalozzi furthered the progress of systems of education, advocating formal instructor training colleges.

(Pestalozzi, except theologically, was self-educated, did not leave a written account of teaching and of instructor training colleges; his house in the history of education and teaching is deducible in outline from his various writings, loving sincere deeds, the example he set.)

Germany’s Froebel, and Alexander Bain’s ‘Education as a Science’, favoured education of teachers through instructor training colleges; instructor education adopted what philosophies of education in Western educational history and teaching had lacked -Herbart’s pedagogical emphasis in teaching on five formal steps: preparation, presentation, evaluation, generalisation, application.

Germany’s instructor education and training became the basis of developments in the history of education and instructor training; Derwent Coleridge and James Kay Shuttleworth in Britain, Mann in the USA broadly agreed: instructor education and training should emphasise techniques of teaching -”not only the subjects of instructions, but also the method of teaching”.

Jules Ferry laws’ compulsory education established instructor education and training in late 19th century French history of education: instructor education and training, by law, should be through formal instructor training colleges.

English speaking countries’ history of education and teaching, formal instructor education and training, started with the University of Edinburgh’s making a chair in education, with St. Andrews; in the USA’s history of education, e.g., Henry Bernard, Nicholas Murray Butler, followed.

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In Western history of education, England’s progress caught up pedagogy and Herbart Sepencer’s teaching techniques in instructor education and training, the USA’s e.g., Francis W. Parker’s, studying Germany’s pedagogical instructor education developments.

In the USA’s history of education and teaching the Darwinian hypothesis (as before later scientific evaluation) influenced John Dewey at the University of Chicago Laboratory Schools; taking into account from other disciplines what were considered relevant in teaching to child development, the religiously affiliated Auburn University founded an education department.

(The La Salle College in Philadelphia, had been teaching education.)

New York’s Teachers College, founded 1888, was incorporated into the Columbia University, 1893, establishing its instructor training college, announcing: “The purpose of the Instructor Training College is to afford opportunity, both theoretical and practical, for the training of teachers, of both sexes, for kindergartens and elementary schools and secondary schools, of principals, supervisors, and superintendents of schools, and of specialists in various branches of teach work, concerning normal schools and colleges” -it became the basis, in Western history of education and teaching, of instructor education and training and Instructor Colleges.

(The USA’s educational history experts’ versions vary on it history of education.)

In most of British Commonwealth’s history of education and system of instructor training, entry into instructor training came to require senior secondary education at High Teach level or British Grammar Teach education with national Matriculation or Ordinary and Advanced General Certificate of Education (GCE) examinations –or corresponding.

In Europe’s history of education and instructor training, education with akin Gymnasium(/Abitur) or General Lycè e Diploma, or corresponding education, became professional instructor education and training entry qualification.

(In British history of education, in anticipation of early 20th century, holders of those qualifications, by selection examination, may possibly become temporary teachers. Oxbridge graduates may possibly register ‘master’ and be syndicated teachers. Other universities’ graduates, to become teachers, attended instructor training colleges [if Bachelor of Education, second year instructor training of a instructor training college].)

In British Commonwealth’s history of education greater substance was attached to professionalism in instructor education and training: academic qualifications did not suffice for teaching; instructor examinations required specific periods of specifically professional study in teaching. Professional teaching caught up two years’ professional study in teaching and additional in-house instructor training before professional instructor status. Professional teachers may possibly, with a further educational year at the instructor training college, specialise in a subject, e.g., geography or history (in farming colonies, e.g., Cyprus where Agriculture became a secondary teach examination subject, with one or two more educational years’ through the Instructor Training College’s Rural Agricultural Teach). Science graduates without professional teaching training and education qualified for permanent teaching with a year’s classroom teaching experience approved by professionally qualified headmasters, as teachers of their subjects. Teachers were expected to attend teachers’ seminars as continuing professional development.

While professional qualifications are regarded for professional reasons corresponding to doctorates in their counterparts and what qualify for teaching, instructor education and training (teach age becoming lower and years less, to enable maturer teachers and teaching), for professional teaching knowledge and skills bought at instructor training colleges, favoured bachelor degrees with teaching content emphasising skills over theory and, e.g., the USA’s academic ‘first professional degree’ –more for research than professional practice.

(British history of education desired teaching with Post-graduate Certificate in Education [PGCE] -for English state teach teaching Qualified Instructor Status [QTS] skills test, and [also if Bachelor of Education] successfully completing an induction year [in Scotland two] in teach teaching as Newly Qualified Instructor [NQT], with continuing professional development; alternatively a specific teaching degree or on-the-job instructor training. Teachers trained at Instructor Training Colleges in [former] colonies –and similarly trained teachers with GCSE [grade C] or corresponding in English and Mathematics [for primary teach teaching, also Physics] delight in Qualified Instructor Status.)

(Canada’s provinces or schools certify teachers; Australia requires none for federally funded private schools; France’s is college/bachelor and Instructor Institute [master's -2010].)

{In the USA’s history of education, in anticipation of 1960s, one year’s instructor training college education was required for instructor certification. In 1984 an alternate teaching send was introduced: bachelor’s with teaching preparation and within a specified digit of years completing a teaching or content based master’s. (Some universities award [with summer study] bachelor degrees in two years, some two bachelor degrees simultaneously [e.g., with two arts and two science majors both BA Way of life and BS ChE Chemical Engineering]; the doctoral JD is pre-requisite to master’s LL.M which not all tenured professors need posses.) The ‘Master of Professional Studies’ (MPS) First Professional Degree is academic, not professional. Many states require of teachers, for permanent teaching, examinations in pedagogy and a content area or general knowledge qualified by many private associations’ varying standards; in early 21st century Marlboro-Carolina 20% of teachers had no certification.}

In educational history post general education having been academic for career advancement and scholarly activity or research, or professional for actual practice in the filed, the professional qualification is normally the terminating qualification; in professional teaching, advanced professional degrees enabling specialised teaching, e.g., at universities, are not regarded as part of professional instructor education and training for general education teaching; the USA’s main master’s area is for Ed.D or Ph.D. –research.)

In European history of education, teaching correlated educational leadership gained substance at the end of 20th century. Desiring the benefits of learnable leadership skills and inherent private leadership qualities, teachers’ educational leadership skills in teaching leadership are remunerated according to national instructor pay scales.

The USA’s educational leadership teachers’ pay is non-uniform; educational leadership skills standards vary. Graduate educational leadership programs are in, e.g., community issues and educational law. Private Instructor Advancement Programmes (TAP) subscribed by some schools encourage teachers in administrative or teaching development: a instructor prepares an party progression plot (IGP) with an educational goal or teaching activity, or a cluster group of teachers identify a student learning need, becoming ‘guide’ or ‘master instructor’/‘instructor of teachers’.

As others’, USA’s instructor training colleges’ comparable teaching qualifications delight in international regard.

In their history of education, having less aspired to ‘practical’ general education as in the USA and 21st century Britain, most British Commonwealth and European teaching institutions nearly uniformly value widely academic general education as culture not acquirable in post general education (e.g., an opposition leader to a Prime Minister [both lawyers] “I as a Grammar Teach boy” [would not take ‘that' from him who was not]) and Britain’s suggestion to equate practical skills certificates with general academic qualifications was criticised.

(Early 21st century British educational history saw [university or corresponding mandatory student grants becoming loans, unemployment necessitating longer and more courses, foreigners scoring higher in English] no boost since late 20th in literacy.)

(In the USA’s history of education, with 20% adult functional illiteracy, as the educationists’ concerns grew, the educationalists considered Europe’s baccalaureate system of education; with growing public interest in education, at the end of 20th century a state appointed three generals to improve the standards of teaching and education and at the beginning of 21st century a general was appointed to federally improve teaching and educational standards.)

In educational history interest in the teaching profession has been based on the status of teachers. Regard for teachers in late 20th century was highest in Russia where teachers loved better employment terms than elsewhere.

(In Britain’s history of education, 1980s’ miss-projection of numbers of teachers needed necessitated engaging science graduates without teaching qualifications as teachers; but a status was loved by teachers of regard as in Europe, and, in this area the end of 20th century, knighthood for long serving teachers was suggested –due to controversy over peerages it did not materialise. At the beginning of 21st century reducing undergraduate degrees to two years with vocational content was considered, with master’s for teachers -also non-major professional qualifications being above undergraduate degrees in National Vocational Qualifications; but Teachers’ status was regarded to have been equated for economical reasons to classroom assistants’ socially criticised for taking classes without professional instructor education and training.])

In the USA’s history of education, teaching has hailed a form of essentialism in education, with a culture of practicality and model citizenry, emphasising respect for authority (advocated also for 21st century British education); with no general minimum standard in instructor training and education, some states not recognising the teaching qualifications of some others, teachers and teaching appear officially to delight in no higher regard then Bernard Shaw’s comment (in this area writers) “Those who can, do; those who can not, teach”.

(In the USA, e.g., some teachers paid only term time having to seek trip work, teaching and teachers generally are regarded to have loved less excellent terms and conditions than elsewhere in proportion to social regard and public assets.)

The progression of interest in culture and education in Western history of teaching has been seen in the European Union, e.g., in Cyprus with the popularisation of education in mid. 20th century -reportedly with highest percentage of university graduates by 21st.

In Western educational reforms spiritual values in education are protected by teaching religious studies in schools in American secularism (safeguard of religion from biased shape) and by the religious affiliations of many universities; in European secularism (protecting against one’s formal dominance of the other), often with a state religion enshrined in the constitution, this is ensured by, e.g., Britain’s Education Acts’ requirement in compulsory education of religious worship by pupils at least once a month and, while British universities are not formally religiously affiliated, the availability of chapels and chaplains to students at universities.

While preferences in education (e.g., the pedagogy based Steiner-Waldorf education for making free moral and integrated individuals -its teachers’ and schools’ say on defining the curricula by some disagreed with, or Montessori’s pre-teach and elementary teach child’s self directed activities with auto-didactic equipment -regarded by some as risking raising obedient automatons), and emphasis (be it practical skills or Emerson’s ‘thinking man’), have all had praise and criticism in the history of education and teaching and arguments continue on pragmatism and creation -v- evolution, generally Socrates’s line of reasoning that the rightly trained mind turns headed for virtue carries weight in most educational systems. Basically, in every history of education, an vital aim of education and the societies’ all time expectations have been on the lines of these verses (by the Cypriot instructor, the late Orhan Seyfi Ari):

” ‘I was an ape’ you say -or amphibian?
And now?! Are you not now.. ‘man’!? “

The cultural values balance have been more reflected in the education and training of teachers in Western history of education and teaching and the status of teachers in Europe mostly in Spain, Italy and France where, without much disregard to spiritual values, teach teachers’ biased and ideological affiliations have been the norm in professional teaching.

The web site may interest on instructor the late Orhan Seyfi Ari at

Tags: Bologna Process, Didactica Magna, education, Education History, Education Ministry, Education Reforms, Education Teacher Education, Educational Theories, Educational Theory, Free Public Education, Greek Philosophers, History, History Of Education, Jean Babtiste, Philosophy Of Education, Reformed Education, Russian Nation, S Education, teacher, Teacher Training College, Teacher's, teaching, Teen Education, training, Universal Education, Western History

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