Abstract
This chapter describes the emergence of normal schools and universities in Europe, with values distinctive from those of the dominant university model. It then considers the historical experience of Japan and China in developing normal schools and universities at different time periods under influences coming from continental Europe, the United States and the Soviet Union. The chapter demonstrates how a Confucian approach to quality in teacher education and pedagogy is embodied in China’s model of the normal university and Japan’s university of education.
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Notes
- 1.
Personal communication with a professor at South China Normal University, who spent 10 years as a doctoral student and scholar in Japan, May, 2013.
- 2.
The East China Normal University in Shanghai provides an interesting example of how one Chinese normal university transformed itself. See the portrait in Hayhoe and Zha (2011). Others, such as Beijing Normal and Northeast Normal have taken different approaches.
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Hayhoe, R. (2016). The Idea of the Normal University and the University of Education: Implications for a Confucian Pedagogy. In: Chi-Kin Lee, J., Day, C. (eds) Quality and Change in Teacher Education. Professional Learning and Development in Schools and Higher Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-24139-5_13
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