A historical survey of some major aspects of pre-service teacher education in Manitoba

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Peters, William.
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The purpose of this study is to provide information on the development of the teacher education programme in Manitoba. This information might give some guidance when future plans are formulated in the field of teacher education. The historical survey reveals an interesting pattern of development in the teacher education programme. The conservative attitude towards change runs like a red thread through the entire period from 1871 to 1960 but much more forcefully during the period from 1935 to 1960. Although the conservative characteristic has merits, it has caused a serious lapse in the development of the teacher education programme during the last three decades when the people in Manitoba, like elsewhere in Canada, have experienced rapid sociological and economic changes. The growing complexity of our world gives rise to many problems which are experienced by all members of our society. The problems can be classified under headings such as: the increase in population, the rapid technological changes, the extension of knowledge, the rise of new nations and the world-wide rivalry of ideologies. These problems influence and alter the roles of the classroom teacher. Teacher educators must remain keenly aware of present roles and in addition be able to anticipate to some degree the roles of the future teacher. The rate of adjustment in the teacher education programme has not kept pace with the changes in our dynamic society. The limited revision of the elementary teacher education curriculum during the past three decades illustrates one phase of the programme that has not received its due attention. A more forceul programme of assessment and revision in the field of teacher education is highly desireable in order to keep the teacher educatoon programme abreast with the changes in our society. The preparation of future teachers will require a much longer period than the period currrently allotted. A sound teacher education must include: a substantial programme of general or liberal education; a knowledge of the subject or subjects to be taught; a knowledge of the social and behavioral sciences; an extensive pre-service classroom experience. There are strong indications that teacher education, in the future, shoudl be considered a part of the main stream of higher education in colleges and universities.