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From Windsor Teachers' College to Faculty of Education, University Of University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 9-26-2018 From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change. Ana Savic University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Savic, Ana, "From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change." (2018). Electronic Theses and Dissertations. 7569. https://scholar.uwindsor.ca/etd/7569 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change. By Ana Savić A Thesis Submitted to the Faculty of Graduate Studies through the Faculty of Education in Partial Fulfillment of the Requirements for the Degree of Master of Education at the University of Windsor Windsor, Ontario, Canada 2018 © 2018 Ana Savić From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change. by Ana Savić APPROVED BY: ______________________________________________ M. Wright Department of History ______________________________________________ T. Sefton Faculty of Education ______________________________________________ L. Glassford, Advisor Faculty of Education September 18, 2018 DECLARATION OF ORIGINALITY I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. I certify that, to the best of my knowledge, my thesis does not infringe upon anyone‟s copyright nor violate any proprietary rights and that any ideas, techniques, quotations, or any other material from the work of other people included in my thesis, published or otherwise, are fully acknowledged in accordance with the standard referencing practices. Furthermore, to the extent that I have included copyrighted material that surpasses the bounds of fair dealing within the meaning of the Canada Copyright Act, I certify that I have obtained a written permission from the copyright owner(s) to include such material(s) in my thesis and have included copies of such copyright clearances to my appendix. I declare that this is a true copy of my thesis, including any final revisions, as approved by my thesis committee and the Graduate Studies office, and that this thesis has not been submitted for a higher degree to any other University or Institution. iii ABSTRACT Formal initial teacher preparation in Ontario began in 1847, with the opening of the Toronto Normal School. Presently initial teacher preparation occurs in Faculties of Education across Ontario. This thesis represents a quest to better understand the evolution of how prospective teachers are prepared for the teaching profession in Ontario. It is a case study that examines initial preparation of elementary school teachers in Windsor, Ontario, focusing on the establishment of the Windsor Teacher`s College and its transition into the Faculty of Education at the University of Windsor. There are three focal points for analysis: the history of teacher education in Ontario, the philosophy of teacher preparation, and the politics of educational institutional change. The main research question is, to what extent did the new Faculty of Education represent continuity with the past, and to what extent was it a break with the past? Archival data from the Ontario Archives, the Windsor Public Library, and the Leddy Library at the University of Windsor were examined, as well as public documents. In the 1950s in order to become a teacher you had to have finished secondary school. By the early 1970s however, teaching was increasingly becoming professionalized, and prospective teachers were required to have a degree before they could begin their initial teacher preparation program. The curriculum of initial teacher preparation stayed largely the same, but the student experience and educational background of the prospective teachers changed significantly. This case study provides a useful historical context for decision makers as they consider new reforms in the formal preparation of teachers. Key words: Faculties of Education, History of Education, Initial Teacher Preparation, Teacher Training, Teacher Education, University of Windsor, Windsor Teachers’ College iv DEDICATION To my tata, Milan. To my siblings, Marina and Miloš. To my husband, Harry and To my son, William(Gojko). Thanks for always pushing me to do my best, supporting me and believing in me. v ACKNOWLEDGEMENTS Writing this thesis was not an easy feat for me. I would not have been able to complete it if it was not for all the wonderful people in my life. Dr. Glassford, my advisor. Thank you for your patience, guidance, mentorship, kindness and understanding. For the countless hours you devoted to guide my research and my writing. I have learnt and grown so much working with you. Thanks to Dr. Sefton and Dr. Wright, members of the committee for their carefully considered insights and suggestions. I would like to thank my family: Marina, Moe, Miloš, Milan, and Harry. You are always great support and we are a true team. Thanks to my son William for being the extra motivation to complete this thesis. vi TABLE OF CONTENTS DECLARATION OF ORIGINALITY .............................................................................. iii ABSTRACT ....................................................................................................................... iv DEDICATION .....................................................................................................................v ACKNOWLEDGEMENTS ............................................................................................... vi LIST OF ABBREVIATIONS/SYMBOLS ........................................................................ ix DEFINITIONS .....................................................................................................................x CHAPTER 1 .......................................................................................................................1 INTRODUCTION..............................................................................................................1 General Statement of the Problem ............................................................................................... 1 Research Purpose ......................................................................................................................... 3 Significance of Study ................................................................................................................... 4 CHAPTER 2 .......................................................................................................................5 LITERATURE REVIEW .................................................................................................5 Introduction .................................................................................................................................. 5 History of Teacher Education in Ontario ..................................................................................... 6 Overview of the history of teacher education in Ontario. ........................................................ 6 History of teachers and teacher education in Ontario. ............................................................. 8 Elementary teacher preparation and the university. ............................................................... 13 Teacher education in university: 1900-1960. ......................................................................... 15 Teachers‟ federations and the teaching profession. ............................................................... 19 Education versus Training of Prospective Teachers .................................................................. 21 What is teacher education? What is teacher training? ........................................................... 22 How does initial teacher preparation differ if it is teacher education versus teacher training? ................................................................................................................................. 24 Arguments of initial teacher training. .................................................................................... 25 Proponents of teacher education. ........................................................................................... 28 Conclusion ................................................................................................................................. 36 Policy Changes and Political Perspective: Time of Change in Teacher Education in Ontario (1945-70s)
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