Phenomenological and feminist themes in reconceptualist curriculum theory are used to address the political and social status of teachers and their intellectual preparation for teaching. Arguments are offered for autobiographical studies in education, collaborative modes of learning and teaching, and interdisciplinary approaches to liberal arts…

Ways of attempting to ensure competence in teaching reading have changed dramatically over the past 60 years. By comparing tests designed to be administered to 1923 and 1983 teacher candidates, this article illustrates the ways in which they are qualitatively different and considers the implications of those differences. (MT)

This narrative chronicles the life of the nationally-known but controversial teacher educator, historian, and philosopher of education William E. Drake. Drake was the author of "American Education in Transition"; "The Intellectual Foundations of Modern Education"; and numerous articles and monographs. He taught for 50 years at…

Two strands of curriculum inquiry reconceptualization are discussed; both are in contrast to the dominant empirical-analytical orientation to teacher education. Hermeneutic inquiry serves practical interests and proceeds by an interactive form of social organization. Critical inquiry serves emancipatory interests and is organized socially through…

An overview is given of the progress of physical education teacher education from 1930 through 1959. The teaching of physical education gained the status of a profession during the 1930's, when normal schools were expanded into teachers colleges and four year teacher preparation programs. The curriculum changed from rigid physical training…

Traces the development of teacher education in Birmingham, England, from the Victorian period through the 1920s. Describes the transition of Mason College and the Birmingham Day Training College into the education department of Birmingham University. Discusses women's education, teacher training for men, student life, faculty, and curriculum. (DK)

This article, written in 1896, discusses the opportunity provided by the dilemma which at that time confronted those concerned with American secondary education: the potentially conflicting demands for adequate preparation imposed on the high school by colleges and universities and for terminal education demanded by the general community. (GC)

Describes the involvement of Whitelands College, a Church of England training college, in the development of kindergarten education and the training of kindergarten teachers in England from 1850-1900.(RH)

Three historical and developmental dimensions of teacher education foundations of education are discussed: (1) academic dimension; (2) professional dimension; and (3) client dimension. A fourth dimension, research, is also described. (CJ)

The authors trace and critique various thrusts operative in British educational sociology since its beginnings in the 1950s: structural functionalism, school-level analysis, the interactionalist "New Directions" approach, and the Neo-Marxist perspective. They also comment on the place of educational sociology in teacher training. (SJL)

The article examines the development, implementation, and dismantling of the Division of Teacher Education, Indiana University during the mid-1970s. This reform effort sought to institutionalize change in preservice teacher preparation. (IAH)

The "technical training" tradition in teacher education originated in the normal schools and, under the pressures of national growth and expansion, was continued in the teachers' colleges and university colleges and departments of education. It is reflected in the rigid certification requirements now maintained by state legislatures and state…

Hypothesizes that the purpose of the history of education, as a core element in the rite of passage to teaching in Alberta from the 1890s to the 1950s, was to provide beginning teachers with a set of professional values and standards and to relate theoretical principles to educational practice. (KS)

Preservice teacher education curriculum development in Singapore has had to confront the problem of more closely integrating theory with practice. In an effort to do this, the foundational studies curriculum was established in the National Institute of Education in Singapore. Foundational studies covers a broad range of compulsory subjects, such…

This volume presents three previously unpublished papers, which constitute the personal statements of an emeritus professor, author, and scholar in the field of educational civics, philosophy and the history of education about his understanding of the meaning of that part of the professional preparation of teachers known as "educational…