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101-493: Huntingdon Normal School , a normal school , was established by a young Huntingdon physician, Dr. Andrew B. Brumbaugh, and his two cousins, Henry and John Brumbaugh. Henry provided a second-story room over his local print shop for classes, while John lodged and fed the college's first teacher, Jacob M. Zuck. Andrew was to "provide students and furniture". Juniata's first classes were held on April 17, 1876, with Zuck teaching Rebecca Cornelius, Maggie D. Miller, and Gaius M. Brumbaugh,

202-539: A LEED Gold building and two lodges for semester-long residential programs, often focused on environmental topics. Juniata is a Division III collegiate sports institution. It is a charter member of the Landmark Conference , where it competes in all sports except football and volleyball . The athletic teams are known as the Juniata Eagles. The Juniata College football program is a member of

303-487: A better learning of students, as evidences show. It is the objective of FAMT & L Comenius project, conducted at the University of Bologna, designed with the aim of promoting the correct use of formative assessment in mathematics education for students aged from 11 to 16. Reaching this goal supposes to design training programs for teachers of mathematics, starting from identifying their needs, believes, expectations and

404-993: A broad description of the kinds of attributes that teachers in European Union member states should possess: the Common European Principle for Teacher Competences and Qualifications. Although ideally it should be conceived of, and organised as, a seamless continuum, teacher education is often divided into these stages: In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of higher education . In countries like Sri Lanka there are separate institutes called National colleges of Education to provide pre-service teacher training while Teacher Training Colleges provide in-service teacher education. Further institutes called Teacher Centers provide continuing professional development for teachers. It may be organized according to two basic models. In

505-722: A concept that precisely matches the English term 'teacher educator'... Even where the concept exists, the range of roles that is covered by the term varies significantly from country to country. In some traditions, the term ' teacher trainer ' may be used instead of 'teacher educator'. A teacher educator may be narrowly defined as a higher education professional whose principal activity is the preparation of new teachers in universities and other institutions of teacher education, such as National Colleges of Education, Teacher Training Colleges and Teacher Centers. A broader definition might include any professional whose work contributes in some way to

606-584: A member of the teacher educator profession is expected to be able to deploy, as well as the attitudes, values and behaviours that are deemed to be acceptable for membership of the profession). While schools and school teachers are often in the news and in political debate, research shows that the teacher educator profession is largely absent from such public discussions and from policy discourse in education which often focuses exclusively on teachers and school leaders. Some research suggests that, while most countries have policies, and legislation, in place concerning

707-702: A number of years. In 1921 the first non-denominational normal school was initiated and was discontinued in 1932. It was reorganized in 1934 as a department of the Memorial University College. In 1949, the institution's name was changed to Memorial University of Newfoundland . The Nova Scotia Teachers College in Truro began in 1855 as the Provincial Nova Scotia Normal School opened in Truro, Nova Scotia. The school

808-522: A professional teacher educator requires “genuinely reflecting on, and responding to, the needs, demands, and expectations of teaching about teaching within the academy”. In some parts of the world (notably the United States, Flanders and the Netherlands ) specific standards of professional practice have been developed for, or by, teacher educators. These set out the range of competences that

909-735: A teachers' training college, such as the Auckland College of Education and the Dunedin College of Education , which became colleges of education that trained secondary as well as primary and intermediate school teachers. The Calgary Normal School in Calgary was initially located at 412 – 7 Street SW in Calgary in what is called the McDougall School founded shortly after Alberta became a province in 1905. Its history

1010-545: A third one in Montréal for English speakers. More institutions were added in the following century. Religious communities were responsible for around 110 private normal schools, most of which were for girls, and universities had schools of education. Between 1963 and 1974, the system was ultimately phased out to be integrated into universities' Faculty of Education departments, specifically with new Université du Québec branches. The Saskatchewan Normal School, also once known as

1111-529: A variety of education and liberal arts disciplines. In Argentina, normal schools were founded starting in 1852, and still exist today and carry that name. Teachers' training is considered higher education and requires a high school diploma, but normal schools have the particularity of granting five-year teacher degrees for primary school or four year degrees for kindergarten, while at the same time hosting secondary, primary school students, and kindergarten and pre-school. Teachers-to-be do intense practical training in

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1212-478: A whole, are therefore often sought. In most countries, teacher salary is not related to the perceived quality of his or her work. Some, however, have systems to identify the 'best-performing' teachers, and increase their remuneration accordingly. Elsewhere, assessments of teacher performance may be undertaken with a view to identifying teachers' needs for additional training or development, or, in extreme cases, to identify those teachers that should be required to leave

1313-512: Is a person who helps in-service and pre-service teacher trainees to acquire the knowledge, competencies and attitudes they require to be effective teachers. Several individual teacher educators are usually involved in the initial or ongoing education of each teacher; often each specialises in teaching about a different aspect of teaching (e.g. educational ethics , philosophy of education , sociology of education , curriculum , pedagogy , subject-specific teaching methods etc.). Not every culture has

1414-483: Is an institution created to train teachers by educating them in the norms of pedagogy and curriculum . Many such schools have since been called teacher training colleges or teachers' colleges , but in Mexico, continue to be called normal schools, with student-teachers being known as normalistas . Many schools require a high school diploma for entry, and may be part of a comprehensive university. Normal schools in

1515-413: Is believed by some to be satisfactory, as weaknesses are carefully identified, assessed and then addressed through the provision of in house or school based training. These can, however, be seen as benefiting the institution and not necessarily fully meeting the continuing professional development needs of the individual as they lack educational gravitas . A teacher educator (also called a teacher trainer)

1616-431: Is changing so rapidly, and because the teaching skills required are evolving likewise, no initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. In addition, as the student body continues to change due to demographic issues there is a continuous pressure on academics to have mastery of their subjects but also to understand their students. Continuous professional development

1717-408: Is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidates' assumptions about the issues of gender, race, and multicultural diversity. This assists to make an attitudinal change in the teacher trainees in order to eliminate segregation within

1818-418: Is distinguished under the name "Education University" from the "Normal University". Some of these were merged with comprehensive university, such as National Hualien University of Education , which were merged with National Dong Hwa University in 2007. Some of them were merged with professional university, such as Taipei Physical Education College was merged with Taipei Municipal University of Education to form

1919-461: Is generally considered the first normal school or École normale in Sombor. The term "normal" in this case refers to "the goal of the institution to instill and reinforce particular norms within students". Also, these " norms included historical behavioral norms of the time, as well as norms that reinforced targeted societal values, ideologies and dominant narratives in the form of curriculum ". For

2020-409: Is linked to the issues of definition of the term, highlighted above). While some of those who carry responsibility for the education of teachers do self-identify as 'teacher educator', others may self-identify rather as ' researcher ' or ' academic '; others may relate primarily to their academic discipline, such as ' chemist ' or ' geographer .' But the key duality of identity that lies at the core of

2121-696: Is not without tensions and controversies. In the United States, approximately one-third of new teachers come through alternative routes to teacher certification, according to testimony given by Emily Feistritzer, the President of National Center for Alternative Certification and the National Center for Education Information, to a congressional subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework

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2222-636: Is part of the founding of the University of Calgary in 1966. Another Normal school was founded at Camrose (also called Rosehaven Normal school) in 1912. The Edmonton Normal School was opened in 1920 in Edmonton, Alberta. In 1945 all normal schools in Alberta were merged into the University of Alberta 's faculty of education. In 1901, the first Provincial Normal School in British Columbia

2323-544: Is the main teachers' training institution, established in 1935. In Serbia, the first public normal school was founded in Sombor , Vojvodina , by Avram Mrazović in 1778 to train teachers. In 2018, the Faculty of Education in Sombor celebrated 240 years since the founding of the first school for the education of Serbian teachers called Norma . It was a teacher training college at the beginning called Norma college before it

2424-435: Is the process by which teachers (like other professionals) reflect upon their competencies, keep them up to date, and develop them further. The extent to which education authorities support this process varies, as does the effectiveness of the different approaches. A growing research base suggests that to be most effective, continuing professional development activities should: However, a systematic review published in 2019 by

2525-597: Is the subject of political discussion in many countries, reflecting both the value attached by societies and cultures to the preparation of young people for life, and the fact that education systems consume significant financial resources. However, the degree of political control over Teacher Education varies. Where teacher education is entirely in the hands of universities, the state may have no direct control whatever over what or how new teachers are taught; this can lead to anomalies, such as teachers being taught using teaching methods that would be deemed inappropriate if they used

2626-615: The Campbell Collaboration , summarizing evidence from 51 studies, finds no clear evidence that continuing professional development in education improves student academic outcomes. In recent times, a major role in the teacher training world has been covered by The Erasmus Programme and his platform, the SchoolEducationGateway; providing a unique opportunity to European teachers in international training courses in different European countries, fully funded

2727-1067: The Continental Volleyball Conference ; it previously competed in the Eastern Intercollegiate Volleyball Association , where it won several titles, even while under Division I and Division III sanctions. In 2023, the Juniata women's volleyball team won the NCAA D-III national championship. The Eagles completed a perfect season, going 35-0, earning the No. 2 seed in the D-III tournament and sweeping No. 4 Hope in straight sets, 25-22, 25-20, 25-21. Notable alumni include: 40°29′58″N 78°0′59″W  /  40.49944°N 78.01639°W  / 40.49944; -78.01639 Normal school A normal school or normal college

2828-586: The Landmark Conference . The Goal Post Trophy goes to the winner of the annual football game with rival Susquehanna University . It is a section of the goal post that was torn down after the 1952 Juniata-Susquehanna game. The visiting Indians (now Eagles) upset the Crusaders in Selinsgrove, and Juniata fans tore down the goal post after the game. Juniata College is known for both its men's and women's volleyball program. The men's volleyball team competes in

2929-747: The Lower Mainland , that is, from the Upper Fraser Valley and communities in the interior of the province – enrolled in the Normal School in Victoria. That school was originally located in Victoria High School and later in its own building which is now part of Camosun College . In 1956 the responsibility for provincial teacher training was transferred to The University of British Columbia . Central Normal School

3030-591: The Ministry of Education runs a total of 27 Institutes of Teacher Education (ITEs), which were formerly known as Teacher Training Colleges. These ITEs function primarily to educated both undergraduate and postgraduate teacher trainees. The ministry bureau responsible for overseeing them is the Teacher Education Division . The ITEs also run in-service teacher training and continuous professional development among qualified teachers. In Naga City ,

3131-557: The National Council of Teacher Education (NCTE) released the ' National Curricular Framework for Teacher Education , 2010 (NCFTE), which aims to remedy many of the ills of teacher training in India. It calls for preparing a 'humane and reflective practitioner' and for fostering the agency and autonomy of the teacher, who can interpret the curriculum meaningfully to the contextual needs of the learners, than merely focus on 'teaching

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3232-716: The United States , Canada , and Argentina trained teachers for primary schools , while in Europe , the equivalent colleges typically educated teachers for primary schools and later extended their curricula to also cover secondary schools. In 1685, St. Jean-Baptiste de La Salle established the Institute of the Brothers of the Christian Schools , founded what is generally considered the first normal school,

3333-721: The University of Taipei in 2013. In New Zealand, the term normal school can refer to a primary or intermediate school used for teacher training, such as the Epsom Normal Primary School (in Auckland), Kelburn Normal School , Palmerston North Intermediate Normal School , Papakura Normal School , Central Normal School in Palmerston North, and Tahuna Normal Intermediate School and George Street Normal School in Dunedin. They were associated with

3434-468: The knowledge , attitudes , behaviors , approaches, methodologies and skills they require to perform their tasks effectively in the classroom , school , and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give

3535-453: The retention of beginning teachers in the profession; improve teaching performance; promote the teachers' personal and professional well-being. However, numerous authors suggest that current teacher education is highly flawed and primarily geared towards a western dominated curriculum. Hence, they suggest that teacher education should be inclusive and take into account multiple backgrounds and variables to allow teachers to be responsive to

3636-457: The École normale , in Reims , Champagne , France . The term "normal" in this context refers to the goal of these institutions to instill and reinforce particular norms within students. "Norms" included historical behavioral norms of the time, as well as norms that reinforced targeted societal values, ideologies and dominant narratives in the form of curriculum. The first public normal school in

3737-437: The "normal school" terminology is still preserved in the official English names of former normal schools established in the late 19th and early 20th century. The Chinese term normal university ( Chinese : 师范大学 ; pinyin : shīfàn dàxué , abbreviated 师大; shīdà ) refers to a modern comprehensive university established as a normal school in the early twentieth century. These "normal universities" are usually controlled by

3838-437: The 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a diploma in teaching or an undergraduate bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or master's degree). In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and

3939-615: The Faculty of Education of the University of Ottawa in 1974. The Peterborough Normal School in Peterborough was officially opened on September 15, 1908, and operated until the late 1960s. The Stratford Normal School was founded at 270 Water Street in 1908 in Stratford, Ontario . Its emphasis was primarily for training teachers for rural conditions. Its name was changed to Stratford Teachers' College in 1953 and closed its doors in 1973 having trained close to 14,000 teachers. The site

4040-460: The KA1 (KeyAction1). The concept of 'quality' in education is contested and understood in numerous different ways. Assuring the quality of teacher education includes selecting competent recruits for teacher education programs, accrediting teacher education programs who consistently show positive results, and offering registration, licensing, or certification to those who demonstrate competency to enter

4141-807: The New Brunswick Teachers' College. It closed in 1973, and its staff were integrated into the faculties of education at the Université de Moncton and the University of New Brunswick . The Wesleyan Normal Day School was founded in 1852 by the Wesleyans under the Newfoundland School Society. This institution continued until 1901. In 1910, a normal school was established in St. John's by the Church of England which continued for

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4242-877: The Philippines , one can find the oldest normal school for girls in the Far East, the Universidad de Santa Isabel . It is a sectarian school run by the Daughters of Charity . The first secular normal school was founded in 1901 by the Thomasites , the Philippine Normal School. It was converted into a college in 1949 and was elevated to its present university status in 1992 as the Philippine Normal University . In 2009, it

4343-717: The Regina Normal School, was founded as early as 1890 in Regina moving into its first permanent structure in January, 1914. In 1964 it was transferred to University of Saskatchewan Regina Campus and in 1974 becoming part of the University of Regina . Another normal school was founded in the early 1920s in Moose Jaw and was later transferred into the Regina campus in 1959. The Saskatoon Normal School in Saskatoon

4444-1156: The Teacher Education Higher Education Institutions ( Perguruan Tinggi Pendidikan Guru , PTPG) in Batusangkar , Manado , Bandung , and Malang by Education and Culture Ministerial Decision No. 382/Kab Year 1954. Both courses were integrated to Teaching and Pedagogy Faculty at nearby university. Government Decision No. 51 Year 1958 integrate Pedagogy Faculty into Teaching and Pedagogy Faculty. In year 1962, Ministry of Basic Education established Teacher Education Institute ( Institut Pendidikan Guru , IPG) for middle school teacher. In year 1963, B-I and B-II courses and IPG were merged into Teaching and Pedagogy Faculty under Ministry of Higher Education. In year 1963–1964, Teaching and Pedagogy Faculties were established as separate higher education institutions which were known as Teaching and Education Institutes ( Institut Keguruan dan Ilmu Pendidikan , IKIP). Presidential Decision No. 93 Year 1999 allowed IKIP to develop non-educational sciences and marked

4545-1052: The UK during the first two decades of the 21st century resulted in some establishments taking the status of "university". The University of Chester , founded by the Anglican church , traces its roots back to 1839 as the earliest training college in the United Kingdom. Others were also established by religious institutions, and most were single-sex until World War II . Since then, they have either become multi-discipline universities in their own right (e.g. Bishop Grosseteste University ; University of Chester; Edge Hill University ; St Mary's University, Twickenham ; Newman University, Birmingham ; Plymouth Marjon University ; University of Winchester ; University of Worcester ; York St John University ) or merged with another university to become its faculty of education (e.g. Moray House ). In Wales , there were at least three institutions which included

4646-593: The United States was founded in Concord , Vermont by Samuel Read Hall in 1823 to train teachers. In 1839, the first state-supported normal school was established by the Commonwealth of Massachusetts on the northeast corner of the historic Lexington Battle Green ; it evolved into Framingham State University . The first modern teacher training school in China was established by educator Sheng Xuanhuai in 1895 as

4747-409: The United States, where the education of all children successfully is priority. Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learner; it, therefore, requires teachers to undertake a complex set of tasks every minute. Many teachers experience their first years in

4848-486: The ability to link their own (tacit) theories and practice of teaching to public theory, i.e., in Korthagen's words, to translate Theory with a capital ‘T’ to theory with a small ‘t’. Just as teaching is no longer seen as simply transferring factual information, so educating teachers also requires a more sophisticated approach, based upon professional awareness that comes from reflective practice . For Loughran, being

4949-481: The building was no longer adequate and was moved to a new location on Western Rd. In 1973, London Teachers' College (as it was then called) (Elborn) merged with Althouse College to form the Faculty of Education at the University of Western Ontario . The building is now a prominent area landmark. The North Bay Normal School , a teacher training school, was established in 1909 in North Bay Ontario to meet

5050-487: The direction of the emininent Argentine educator, writer, and politician Domingo Faustino Sarmiento . The first normal school in the Dominican Republic was founded in 1875 by Puerto Rican educator and activist Eugenio María de Hostos . Teacher education Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with

5151-498: The end of specialised teacher education higher institutions in general. In Japan, the normal school ( 師範学校 ) was established at Yushima Seido , Tokyo in 1872. Eventually, prefectural normal schools for primary teachers were established in all prefectures. Japanese-style normal schools were also established in the colonies of Taiwan, Korea, and Manchukuo under Japanese rule. In 1886, the Normal School Order (師範学校令)

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5252-425: The impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education . The process by which teachers are educated

5353-689: The initial education or the continuing professional development of school and other teachers. Even within a single educational system, teacher educators may be employed in different roles by different kinds of organisation. In the European context, for example, people who could be considered to be teacher educators include: Teacher educators may therefore work in many different contexts including National Colleges of Education, teacher training colleges, teacher centers ( universities , schools , private sector training organisations or trade unions ), and their working time may be fully, or only partly, dedicated to

5454-768: The key knowledge, attitudes and behaviours that they will need to be active in society and the economy. Generally, Teacher Education curricula can be broken down into four major areas: Those training to teach in rural and remote areas face different challenges from those who teach in urban centres. Therefore, a different approach to teacher education is needed for those who aspire to each in rural and remote areas. It has been proposed that rural and remote communities may have more success recruiting teachers who already live in these communities, rather than trying to recruit urbanites to move to rural communities once they have completed their teacher training. Online and blended teacher education programs are becoming more prevalent to help meet

5555-1101: The local municipality . Teacher aspirants do most of their compulsory trainee period in normal schools and teach while being supervised by a senior teacher. In France, a two-tier system developed after the Revolution : primary school teachers were educated at départemental écoles normales , high school teachers and university professors at the écoles normales supérieures . Nowadays all teachers are educated in Institut national supérieur du professorat et de l'éducation  [ fr ] (Graduate School of Teaching and Education). The écoles normales supérieures in France now mainly train researchers, who spend one year teaching in lycée . In Italy, Normal Schools now are called Liceo delle Scienze Umane. The Scuola Normale Superiore di Pisa now focus mainly on training researchers. In Lithuania, Lithuanian University of Educational Sciences (LEU), former Vilnius Pedagogical University (VPU)

5656-539: The longest time, this was the only academy for teachers' training in Serbian. The first woman academician of the Serbian Academy of Sciences and Arts Isidora Sekulić , the poet Jovan Dučić , the composers Petar Konjović and Josif Marinković are just some of the alumni of Norma. In the United Kingdom, teacher training colleges were once named as such, and were independent institutions. Following

5757-412: The national government's Project 985 program, have been ranked the top two among the mainland Chinese universities that originated as normal schools. In Indonesia , there were specialised higher institutions to train teacher by educating them in the norms of pedagogy and curriculum . Indonesian government created crash program around 1950 as B-I/B-II/PGSLP course. In year 1954, the government opened

5858-789: The national or provincial government. In 1895, Qing banking tycoon and educator Sheng Xuanhuai gained approval from the Guangxu Emperor to establish the Nanyang Public School in Shanghai , China. This comprehensive institution included the first normal school on the Chinese mainland. Since 1949, many former normal schools in China have developed into comprehensive research universities. As of 2012, Beijing Normal University and East China Normal University , both members of

5959-502: The needs of teacher education in Ontario's North. The school was renamed North Bay Teachers' College in 1953, and became Nipissing University College's faculty of education in August 1973. After the university received a prestigious award in 2010, the Faculty of Education was renamed the Schulich School of Education. See Nipissing University . A school of pedagogy was formed in association with Toronto Normal School , offering advanced level courses suitable for high-school teachers. In 1897,

6060-453: The needs of teacher shortages in rural and remote areas. In addition, the United Nations Sustainable Development Goal 4 aims to substantially increase the supply of qualified teachers by 2030 through international cooperation. These three areas reflect the organization of most teacher education programs in North America as well as Asian countries like Sri Lanka. Courses, modules, and other activities are often organized to belong to one of

6161-465: The normal school of the Nanyang Public School (now Shanghai Jiao Tong University ) in Shanghai during the Qing dynasty . Many comprehensive public or state-supported universities —such as UCLA in the United States and Beijing Normal University in China—were established and operated as normal schools before they expanded their faculties and transformed themselves into research universities . Some of these universities, particularly in Asia, retain

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6262-458: The only son of Andrew Brumbaugh. In 1877, the school changed its name to Brethren Normal School . At this time Zuck also discussed adding a "Scientific Course" and issuing "Certificates of Graduation". In 1879, classes moved into Founder's Hall, the school's first permanent building on the present-day campus then only known as "The Building". On May 11 of same year, Jacob Zuck died from pneumonia at age 32, which he probably caught from sleeping in

6363-475: The practice or norms of pedagogy, i.e. , teaching. Educating teachers was of great importance in the newly industrialized European economies which needed a reliable, reproducible and uniform work force. The process of instilling such norms within students depended upon the creation of the first uniform, formalized national educational curriculum. Thus, normal schools, as the teacher training schools, were tasked with both developing this new curriculum and developing

6464-468: The preparation of teachers. Being able to educate teachers requires different knowledge and skills than those required to teach pupils or students. Some recent research has highlighted the many fields of knowledge that are required by teacher educators; these include knowledge about: the pedagogy of teacher education; learning and learners; teaching and coaching; and the profession of teacher educator itself. In addition, teacher educators need to know about

6565-399: The profession as stressful. The proportion of teachers who either do not enter the profession after completing initial training, or who leave the profession after their first teaching post, is high. A distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc.), and inducting a new teacher into the teaching profession (providing

6666-494: The profession. In some countries, teachers are required to re-apply periodically for their license to teach, and in so doing, to prove that they still have the requisite skills. But still there are countries (e.g. Sri Lanka) where teaching cannot be considered as a profession as the teachers are not provided with a license to teach. Feedback on the performance of teachers is integral to many state and private education procedures, but takes many different forms. The 'no fault' approach

6767-542: The question of necessary training components is highly debated as continuing increases in attrition rates by new teachers and struggling learners is evident. Additionally, with the increasing demands of the "teacher" research is beginning to suggest that teachers must not only be trained to increase learning experiences for their students, but how to also be a leader in an increasingly challenging field. The debate of how best to prepare teachers for teaching in today's demanding environments will continue to be an important focus of

6868-452: The recommendation of the 1963 Robbins Report into higher education , teacher training colleges were renamed "Colleges of Education". Later in the 20th century some became a "College of Higher Education" or an "Institute of Higher Education". For information about academic divisions devoted to this field outside of the United States and Canada, see Postgraduate Training in Education (disambiguation) . A restructuring of higher education in

6969-458: The requirements of their students. This falls into the area of culturally responsive teaching and requires teaching education and teachers to address issues of diversity education and disadvantage as a part of a teacher education curriculum. Jabbar & Hardaker (2013) argue that this is an essential process in helping students of ethnicity, colour and diversity achieve and attain. Because the world that teachers are preparing young people to enter

7070-400: The same methods in schools, or teachers being taught by persons with little or no hands-on experience of teaching in real classrooms. In other systems, teacher education may be the subject of detailed prescription (e.g. the state may specify the skills that all teachers must possess, or it may specify the content of teacher education courses). Policy cooperation in the European Union has led to

7171-415: The school community. The question of what knowledge, attitudes, behaviours, approaches, methodologies and skills teachers should possess is the subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission to learners of society's beliefs, attitudes and deontology , as well as of information, advice and wisdom, and with facilitating learners' acquisition of

7272-590: The school was moved to Hamilton and renamed Ontario Normal College. The college closed in 1906 and the training was taken over by the faculties of education at the University of Toronto and Queen's University in Kingston. The Ottawa Normal School was built in 1874 and opened in 1875. It was located at 195 Elgin Street. It was renamed the Ottawa Teachers' College in 1953, and was subsequently merged into

7373-700: The schools annexed to the higher education section. This is the main difference with other teachers' training institutions called Instituto de Formación Docente and with universities that grant teaching degrees. Perhaps the oldest continually operating normal school in Latin America is the Escuela Normal Superior José Abelardo Núñez, founded in Santiago, Chile , in 1842 as the Escuela de Preceptores de Santiago under

7474-414: The schools primarily cultivates secondary school teachers and also trains teachers for preschool , elementary school , special education and other fields. These schools' missions have expanded since to make them de facto comprehensive research or liberal arts universities. NCUE didn't adopt the term "normal university" because its predecessor was named Taiwan Provincial College of Education, and it

7575-469: The specific contexts their students will work and working in (e.g. for primary, or secondary education) and the subjects they will teach. More experienced teacher educators need expertise in: curriculum development and assessment ; the wider context of teacher education, the way it is organised, and in research. The complexity of the tasks of the teacher educator arises in part because, as research has shown, they have multiple professional identities. (This

7676-421: The support necessary to help the beginning teacher develop a professional identity, and to further develop the basic competences that were acquired in college). A number of countries and states have put in place comprehensive systems of support to help beginning teachers during their first years in the profession. Elements of such a programme can include: Some research suggests that such programmes can: increase

7777-756: The teacher educator profession is that of first-order and second order teaching. A teacher educator must be a highly competent ‘first-order educator’ (i.e. a good teacher) but also a skilled ‘second-order educator’ (i.e. capable of teaching effectively about the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need to be proficient teachers (of 'adult' students). As second-order educators, they require, in addition, specific competences and dispositions, such as modelling and meta-reflection, that enable them to teach about teaching. The acquisition or improvement of teacher competences requires training, through which it will be improved educational planning and assessment. This results in

7878-489: The teaching profession, few countries have a clear policy or strategy on the teacher educator profession. Caena (2012) found that some of the consequences of this situation can include a teacher educator profession that is poorly organised, has low status or low formal recognition, has few regulations, professional standards – or even minimum qualifications, and no coherent approach to the selection, induction, or continuing professional development of Teacher Educators. In India,

7979-425: The teaching profession. It is sometimes taken to relate to the quality of the work undertaken by a teacher, which has significant effects upon his or her pupils or students. Further, those who pay teachers' salaries, whether through taxes or through school fees, wish to be assured that they are receiving value for money. Ways to measure the quality of work of individual teachers, of schools, or of education systems as

8080-559: The techniques through which teachers would instill these ideas, behaviors and values in the minds of their students. In Germany , schools of education only exist in the state of Baden-Württemberg . These schools prepare teachers for Grundschule (primary school) and secondary schools like Hauptschule and Realschule . Teachers for the Gymnasium are educated at universities. In Finland, normal schools are under national university administration, whereas most schools are administered by

8181-643: The text book'. The teacher educator profession has also been seen as under-researched; empirical research on professional practice is also scarce. However, the importance of the quality of this profession for the quality of teaching and learning has been underlined by international bodies including the OECD and the European Commission. Some writers have therefore identified a need for more research into "what teachers of teachers themselves need to know", and what institutional supports are needed to "meet

8282-548: The then unfinished Founders Hall without a heater. James Quinter was then chosen to lead the school as the school's first president. In 1894, due to a ruling at the Brethren Church's Annual Meeting against using the term "Brethren" in naming a school, the college was renamed Juniata College for the nearby Juniata River , one of the principal tributaries of the Susquehanna River . The name Juniata College

8383-491: The three major areas of teacher education. The organization makes the programs more rational or logical in structure. The conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful. However,

8484-403: The use of formative assessment. The way in which teacher educators teach has a greater impact on student teachers’ thinking about practice than what teacher educators teach. So, teacher educators need to be able to model the competences and attributes they wish their students to adopt. Swennen et al. (2008). concluded that, in order to ‘model’ what they teach, teacher educators need to develop

8585-510: The ways of teaching that subject, leading to a combined bachelor's degree and teaching credential to qualify as a teacher of that subject. Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner. In the United Kingdom there is a long tradition of partnerships between universities and schools in providing state supported teacher education. This tradition

8686-520: The word "Normal" in their name to highlight their historical purpose. In Canada, most normal schools were eventually assimilated into a university as its faculty of education, offering a one or two-year Bachelor of Education degree. Such a degree requires at least three, but usually four, years of prior undergraduate study. The term "normal school" originated in the early 17th century from the French école normale . The French concept of an "école normale"

8787-430: The word "Normal" in their name: Normal School, Brecon, subsequently relocated to become Normal College Swansea (where the academic and mathematician John Viriamu Jones was educated); and Normal College, Bangor (founded 1858), which survived until 1996, when it became part of University of Wales Bangor . The latter was one of the last institutions in the UK to retain the word "Normal" in its name. In Mainland China ,

8888-731: Was closed in 1811, and another school was opened in its place in 1812 in Szentendre under the Declaratory Rescript of the Illyrian Nation . The new institution was named Regium Pedagogium Nationis Illiricae or Royal Pedagogium Of The Illyrian-Serbian Nation (also referred to in Latin as Preparandium or Preparadija in Serbian) which eventually was relocated back to Sombor in 1816. The Normal school – Teachers College

8989-662: Was closed in 1997 and the program essentially consolidated with other provincial universities including Acadia University , Mount St. Vincent , St. Francis Xavier , and Sainte-Anne . Thanks largely in part to the effort of education reformer Egerton Ryerson , the Ontario Normal School system came into being beginning in Toronto in 1847. The London Normal School was located at 165 Elmwood Avenue in London, Ontario and commenced classes on February 1, 1900. By 1958,

9090-616: Was finished in the summer of 2009 and uses underground geothermal energy to heat and cool the building. This building is recognized as a LEED Gold building. Other off-campus sites include the Baker Peace Chapel, designed by Maya Lin , and the cliffs, which have views of the Juniata River . The college also owns the Raystown Field Station, a 365-acre (1.48 km2) reserve on Raystown Lake, which includes

9191-590: Was founded in 1882 in Winnipeg . In 1905–06 a new building was constructed at 442 William Avenue. It was one of six Normal Schools in Manitoba, along with Brandon Normal School (1129 Queens Street, Brandon), Dauphin, Manitou, Portage la Prairie, and St. Boniface. Central Normal School moved to a facility in southwest Winnipeg in 1947. In the autumn of 1958, it was renamed the Manitoba Teachers' College. It

9292-540: Was founded in 1912 and served until 1953. It has now been integrated with the Faculty of Education at University of Saskatchewan . Mico University College is the oldest teacher training institute in the English-speaking world outside of Europe. It was founded under Lady Mico Charity in 1834 by Sir Thomas Fowell Buxton "to afford the benefit of education and training to the black and coloured population." Today, it offers undergraduate and graduate degrees in

9393-679: Was made the school's legal name in 1896. In 1895, Dr. Martin Grove Brumbaugh , an 1881 graduate from Brethren Normal (Huntingdon Normal), took over the active presidency of Juniata College until 1910. During and after his tenure, Brumbaugh remained intimately connected to the college and reacquired the college's presidency in 1924, after having served as governor of Pennsylvania from 1915 to 1919 and as commissioner of education to Puerto Rico in 1900. M. G. Brumbaugh died unexpectedly in 1930 while on vacation in Pinehurst, North Carolina , and

9494-964: Was maintained, and was home to the Stratford Perth Museum for a number of years, being renamed the Discovery Centre. The museum moved to another location, however, and the building is now leased by the Stratford Shakespeare Festival, and has been named once again the Normal School Building. The Prince Edward Island Normal School has its origin in 1856 on the grounds of Prince of Wales College in Charlottetown, P.E.I. The first three Écoles normales were established in 1857, two for French speakers in Montréal and Québec , and

9595-541: Was moved to the University of Manitoba in 1965, becoming its Faculty of Education. The New Brunswick Teachers' College was a normal school in Fredericton, New Brunswick which granted teaching certificates. It was founded on February 10, 1848, as the Provincial Normal School with Joseph Marshall de Brett Maréchal, Baron d'Avray as the first principal. In 1947, the institution changed its name to

9696-693: Was named National Center of Excellence for Teacher Education by virtue of Republic Act 9647. In Iloilo City , the West Visayas State University was originally established as a normal school in 1902; in 1994, it was recognized by the Philippines government as a Center for Teaching Excellence. In Taiwan , three universities served as national normal universities historically. Located in Taipei ( National Taiwan Normal University ), Changhua ( National Changhua University of Education ), and Kaohsiung ( National Kaohsiung Normal University ),

9797-616: Was opened in Vancouver . Classes commenced on 9 January 1901. In January 1909, the Provincial Normal school moved into a new facility and its own building located at 11th and Cambie (now part of City Square Mall). In 1915 a second Provincial Normal School opened in Victoria. Trainee teachers from greater Vancouver and the lower Mainland attended the Normal School in Vancouver. Students from Vancouver Island and students outside

9898-606: Was promulgated and the Higher Normal School (高等師範学校) was established in Tokyo to train secondary teachers. In 1929, Tokyo Arts and Sciences University ( Tsukuba University ) and Hiroshima Arts and Sciences University ( Hiroshima University ) were established for Normal School graduates. During the postwar educational reform, normal schools were reorganized into universities' education faculties, arts and sciences faculty or universities of education. In Malaysia ,

9999-473: Was succeeded in his presidency by a former pupil at Juniata, Dr. Charles Calvert Ellis. The main campus area is 110 acres (0.45 km), and the college manages a 315-acre (1.27 km) Baker-Henry Nature Preserve. Two new buildings since 2000 include the von Liebig Center for Science and the Suzanne von Liebig Theatre. Founders Hall, the first building on campus, has also been renovated recently. Construction

10100-409: Was to provide a model school with model classrooms to teach model teaching practices to its student teachers. The children being taught, their teachers, and the teachers of the teachers were often together in the same building. Although a laboratory school , it was the official school for the children—primary or secondary. . Alternatively, the name derives from the objective of the institution to teach

10201-417: Was unrelated to the subsequent trend of renaming education universities. Ten Taiwanese normal schools ( Chinese : 師範學院 ; pinyin : shīfàn xuéyuàn , abbreviated 師院; shīyuàn, "normal colleges") were established under Japanese rule and at the end of World War 2 , serving for primary school teacher's education. These were promoted as teachers' colleges and later granted university status in 2000s. It

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