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Research Articles:
Teacher Training
Courses
I INTRODUCTION
Teacher Training,
education and preparation of individuals enabling them to
become professional teachers . Although anyone aiding
another individual to learn is in a sense a teacher, special
skills and abilities are necessary to succeed in the
teaching profession.
II EARLY HISTORY
Ancient and medieval
societies lacked institutions offering instruction in the
principles and practices of teaching. Persons intending to
become teachers were required only to demonstrate a
knowledge of those subjects they desired to teach. During
the Renaissance, some teachers such as Vittorino da Feltre
in Italy, Johannes Sturm in Germany, and John Colet in
England gained wide recognition for their learning and
ability to teach, but the training of teachers was given
little attention. It was not until the rise of democratic
principles during the 17th and 18th centuries, with their
assertion that the political, social, and economic
development of nations could best be achieved through the
education of the individual citizen, that measures were
taken to establish institutions to provide teacher training.
The earliest-known
educational institution to offer a systematic program of
teacher training was the Institute of the Brothers of the
Christian Schools, which was established in 1685 at Reims,
France, by the French priest Saint John Baptist de la Salle.
In the 18th century other such institutions were begun in
France and Germany. A government-sponsored school
established in France in 1794 was the first to follow the
principles of the philosopher Jean Jacques Rousseau.
Rousseau believed that educators should concern themselves
primarily with the mental and physical development of their
pupils and only secondarily with subject matter. This
principle was later adopted by teacher-training schools
throughout the world and became a basic doctrine of all
educational theory. The most important of the many educators
who applied and developed the pedagogical theories of
Rousseau was the late 18th-century Swiss educational
reformer Johann Heinrich Pestalozzi.
An important advance in
teacher-training theories and methods was made in Prussia
early in the 19th century with the application of the views
of the educator Johann Friedrich Herbart. He stressed the
study of the psychological processes of learning as a means
of devising educational programs based on the aptitudes,
abilities, and interests of students. The success of
Herbart's methods led to their adoption in the
teacher-training systems of numerous countries.
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