Portal de Periódicos da CAPES

In-Service Teacher Education

1946; SAGE Publishing; Volume: 16; Issue: 3 Linguagem: Inglês

10.2307/1168784

1935-1046

Maurice E. Troyer, James E. Allen, William E. Young,

Teacher Professional Development and Motivation

IFUR REVIEWS of the history of teacher education, Evenden (39), Hill (52), Knight (59), and Lins (61) will be exceedingly helpful to those who wish to gain perspective on problems of in-service teacher education. Lins, for example, found teachers interested in the following topics for discussion in 1862: (a) Can teaching be reduced to a science? (b) Does the pecuniary prosperity of a nation depend upon its intelligence? (c) What are the prominent causes of failure in teaching? (d) Should prizes and awards be made for superior scholarship? (e) By what plan can a teacher best succeed in keeping the students employed? (f) What methods of instruction will best lead students to original investigation? (g) What disposition should a teacher make of his school time after school hours? (h) How can the pupils be taught good manners? and (i) Should a military spirit be encouraged among pupils of our common schools? A study of the literature on in-service teacher education of the past three years indicates that the immediate concerns of teachers today are fundamentally the same as eighty years ago. However, as teachers of today study their problems they find them rooted in deeper and more basic issues of education and of society. The major developments in in-service teacher education in the past three years have been toward more effective organization of programs for the study of these basic issues. Accordingly, there has been some shift in the topics covered since the review reported in 1943. Within the limits of space allowed, it was possible to report less than onethird of the material in the literature. Even so, it was necessary to take liberties with the concept of research in deciding to include some of the references. Such liberties seem justified, however, during a period when much significant exploratory work is being done in an area as important as the in-service improvement of teachers.