Teacher Preparation in Scotland, 1872–1920

Abstract

This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.

Citation

Hulme, M. (2020), "Teacher Preparation in Scotland, 1872–1920", Shanks, R. (Ed.) Teacher Preparation in Scotland (Emerald Studies in Teacher Preparation in National and Global Contexts), Emerald Publishing Limited, Leeds, pp. 9-32. https://doi.org/10.1108/978-1-83909-480-420201003