No abstract

No abstract

sometimes overreaches in his evaluation. Among several such examples, the most notable is his claim that "each new building at UT advanced the cause of segregation in higher education and in Austin" (p. 62). This good book is marred by a few errors. Chapter 4 kicks off with a reference to "UCB president Clark Kerr" (p. 119) when no such position existed, although Winling later explains the distinction between chancellor at Berkeley and UC president (Kerr moved from the former to the latter office in 1958). Elsewhere, Winling states, "At the end of the nineteenth century, women's attendance at American institutions of higher education was rare, radical, and highly constrained" (p. 60).

No abstract

This chapter traces the history and historiography of teacher education from a global perspective, provides a list of key themes in the historical study of teacher formation, and concludes with promising directions for future research. Attention is paid to both Western forms of teacher education, such as the normal school and teachers' college, and pre-modern and non-Western varieties of educator formation. While early histories of teacher education often told celebratory stories of teachers and the institutions that trained them, historical work of the 1960s to the 1980s brought a new focus on race, class, gender, and social history, while histories of the 1990s and early 2000s built on these earlier themes while also centering transnational and postcolonial dynamics. While there are many exciting opportunities for historians in this field, the close relationship to policy also poses unique challenges. Historians of teacher education would do well to continue internationalizing their scholarship and taking heed of innovations in methods, sources, and their role in teacher preparation.