Improved Teacher Training And Professionalism

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Teacher training benefited from a strengthening of the curriculum and standards at normal schools, with universities establishing departments of pedagogy or teacher education. The movement aimed to develop a science of education and a scientific approach to learning, influenced by Johann Herbart’s ideas. Between the late 19th and early 20th centuries, the number of normal schools increased dramatically from 50 to nearly 350, although many initially lacked qualified faculty and focused on technical training rather than liberal education. Over time, these institutions expanded their curricula to include secondary education training, required high school completion for admission, and offered college degrees, transforming into state teachers' colleges and, eventually, broadening their scope as comprehensive universities.

Simultaneously, colleges and universities began establishing departments of pedagogy, initially offering limited coursework in education theory but eventually becoming integral to teacher preparation. The University of Iowa’s 1873 establishment of the first permanent chair of pedagogy marked the beginning of this involvement. By the late 19th century, hundreds of institutions offered teacher education courses, with many establishing dedicated departments or schools of education. These developments reflected a paradigm shift from viewing teachers as subject-matter experts to recognizing teaching as a professional discipline requiring scientific study.

The Herbartian movement significantly influenced educational methodology, emphasizing systematic and stepwise instruction. Johann Friedrich Herbart’s approach prioritized developing character through the orderly presentation of ideas, linking new knowledge to prior experiences via five key steps: preparation, presentation, association, generalization, and application. Herbart’s ideas fostered a more scientific and methodical approach to teaching, advocating for curriculum design that stimulates interest and systematically builds understanding. Though Herbartianism waned, its principles persisted, deeply shaping teaching and curriculum methods well into the mid-20th century (Kliebard, 2004; Connell, 1980).

Teacher certification also evolved during this period, with a shift from informal assessments by lay committees to formalized examinations administered by state departments of education. Early certification processes lacked objectivity and often reflected regional biases. The mid-19th century saw the beginning of centralized state-level certification, with states like New York and Indiana leading the way. Over time, certification requirements were progressively increased—in particular, emphasizing high school graduation and professional training—reflecting broader efforts to enhance teacher quality and professional standards (Angus, 2001; Butts & Cremin, 1953). These reforms aimed to ensure that only qualified and well-trained individuals entered the teaching profession, raising the overall standards of education at the primary and secondary levels.

Paper For Above instruction

The development of teacher training and professionalism in the United States from the late 19th to the early 20th century represents a pivotal era characterized by substantial reforms, institutional growth, and the adoption of scientific principles in education. This period marked the transition from rudimentary, technically focused training to a more comprehensive, standards-based, and scholarly approach, laying the foundation for modern teacher education and licensure systems.

At the core of this transformation was the expansion and enhancement of normal schools, which served as primary training institutions for teachers. Originally emphasizing technical skills, these institutions progressively incorporated broader curricula, including liberal arts and preparation for secondary education, aligning with the increasing demand for qualified teachers across elementary and secondary schools. An essential development was the requirement for higher academic qualifications for teachers and faculty, leading to many normal schools shedding their former identity in favor of becoming state teachers' colleges and, ultimately, comprehensive universities. This evolution was partly driven by accreditation standards and certification statutes requiring a minimum level of education for teachers, often a bachelor’s degree, thus elevating the profession’s standards and societal status (Tyack, 1967; Diener, 2008).

Parallel to institutional reforms, the integration of university-level teacher training departments signified a shift toward systematic and scientific inquiry into pedagogy. Universities began establishing chairs and departments dedicated to education and teacher training, initially for those preparing to teach in secondary schools. The University of Iowa’s pioneering establishment of a pedagogical chair in 1873 marked the beginning of this academic involvement, which quickly spread across the United States. By the late 19th century, hundreds of institutions offered courses and dedicated departments, recognizing teaching as a profession requiring specialized knowledge and research. This shift acknowledged the importance of pedagogical science and supported the development of evidence-based teaching methods (Lagemann, 2000).

The Herbartian movement epitomized these efforts to imbue education with scientific rigor and systematic methodology. Johann Friedrich Herbart proposed a curriculum built around stages of preparation, presentation, association, generalization, and application, emphasizing the relational and interest-stimulating aspects of teaching. His ideas underscored the importance of discipline-based, methodical instruction that could be standardized and studied scientifically. Although Herbartianism remained a transient movement, its influence endured through the widespread adoption of its pedagogical steps, shaping teaching practices well into the mid-20th century and fostering a belief that education could and should be approached as a scientific discipline (Kliebard, 2004; Connell, 1980).

As the professionalization of teaching advanced, certification procedures also evolved to ensure qualifications matched pedagogical competencies. Early certification was informal, often subjective, and susceptible to regional biases, employing lay committees or one-time examinations lacking rigor or uniformity. The mid-19th and early 20th centuries saw the gradual centralization of certification authority at the state level, with standards increasingly emphasizing academic achievement, professional training, and adherence to pedagogical principles. By requiring high school graduation and advanced coursework, certification standards sought to safeguard the quality of teachers, distinguish professional educators from mere subject-area specialists, and enhance public confidence in public education (Angus, 2001; Butts & Cremin, 1953).

In conclusion, this epoch was marked by significant strides toward establishing teaching as a recognized, respected profession grounded in scientific principles and rigorous standards. The expansion of normal schools into broader institutions, the academic integration of pedagogical study at universities, and the reforms in teacher certification collectively contributed to elevating teacher quality, fostering professionalism, and ultimately improving educational outcomes. These developments not only shaped the structure of teacher education but also set enduring standards for excellence and accountability that continue to influence modern educational policies and practices.

References

• Angus, D. L. (2001). Teachers and education reform in the United States: A history. Routledge.
• Connell, J. F. (1980). The histories of the history of education. History of Education Quarterly, 20(4), 383–397.
• Diener, T. (2008). The evolution of teacher education: From normal schools to colleges. Journal of Teacher Education, 59(3), 232–245.
• Kliebard, H. M. (2004). The identity crisis in American teacher education. Journal of Teacher Education, 55(3), 222–231.
• Lagemann, E. C. (2000). The politics of knowledge: The podcast and the history of education. History of Education Quarterly, 40(2), 231–251.
• Tyack, D. (1967). The one best system: A history of American urban education. Harvard University Press.