Abstract
Although one of higher education’s oldest functions, teacher preparation is peripheral in scholarship on the history of colleges and universities. This chapter highlights the collective richness of and identifies gaps that remain in the historiography of three distinct time periods in the history of teacher preparation: “Beginnings” from the 1820s through the 1880s, “Transitions” from the 1890s through the 1930s, and “Upgrading Amid Disfavor” from the 1940s into the twenty-first century. The chapter then interrogates the marginal position of teacher education in the historiography of higher education, demonstrating that looking seriously at teacher preparation is essential for advancing scholarship on underrepresented groups of students, and on the roles of the variety of nineteenth-century institutions and the twentieth-century institutional hierarchy in American higher education. Teacher education has been a core element of higher education since its inception in the USA; it must come in from the historiographical periphery.
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Her extensive discussion of teacher preparation distinguishes Markowitz’s (1993) work from most histories of women teachers, which mention teacher preparation but do not cover it in great detail. For example, Rousmaniere (1997) mentions educational requirements for New York City teachers in the 1920s but does not delve into their training experiences. Weiler’s (1998) history of women teachers in rural California from the mid-nineteenth to the mid-twentieth century includes a short profile of the state’s normal schools as “in many respects women-centered institutions” (p. 51) and a brief description of the private normal school that many of Tulare County’s teachers attended in the late 1870s and 1880s; her biographical summaries of individual teachers also mention when they attended normal school or teachers college. Cordier’s (1992) history of women teachers in Iowa, Kansas, and Nebraska in the late nineteenth and early twentieth centuries includes a chapter on their education, which provides an overview of teacher examinations, teachers institutes, teachers’ self-instruction, and different types of normal schools in the three states. In his history of teachers of freed people during and following the Civil War, Butchart’s (2010) introduction of the black and white teachers from the North and South briefly mentions their educational backgrounds, and he also summarizes the establishment of normal schools and normal classes in larger schools for southern blacks. Kaufman (1984) and Hoffman (2003) both provide brief overviews of teacher education in their introductions to primary-source documents on women teachers’ experiences; Hoffman (2003) also includes an excerpt of the journal of Mary Swift, a member of the first class at state normal school in Lexington, Massachusetts, in 1839.
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Ogren, C.A. (2013). The History and Historiography of Teacher Preparation in the United States: A Synthesis, Analysis, and Potential Contributions to Higher Education History. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 28. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5836-0_9
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