Teachers Institutes

Teachers’ Institutes


educational institutions that train teachers for the secondary level in general-education schools.

In Russia the first teachers’ institute was opened in 1817 in association with the Chief Pedagogical Institute in St. Petersburg. This first institute trained teachers for uezdnye uchilishcha (district schools) and prikhodskie uchilishcha (parish schools). It closed in 1822, was reopened in 1838, and was closed for the second and last time in 1846. Most students at the institute were children of teachers or of lower clergy.

Beginning in 1872, socially restrictive teachers’ institutes were established to train teachers for urban schools. After the Revolution of 1905–07 in Russia, the teachers’ institutes became open institutions; they accepted males from all social and economic strata. The number of students increased substantially. Among the students admitted were graduates of urban schools and public school teachers who had completed teachers’ seminaries. Later the institutes accepted graduates of higher elementary schools as well. The institute program lasted three years and provided good pedagogical training. It included psychology, pedagogy, the history of pedagogy, and methods of teaching. Much attention was given to practice teaching. Graduates of the teachers’ institutes taught in urban and higher elementary schools. In 1917, Russia had 58 teachers’ institutes with about 4,000 students.

After the October Revolution of 1917, the teachers’ institutes were transformed into pedagogical institutes or institutes of public education. In 1934 and 1935 a large network of teachers’ institutes was established to meet the need for teachers created by the introduction of a mandatory minimum of seven-year education for all children and by the resulting increase in the number of seven-year schools. These institutes offered a two-year program that trained teachers for the fifth through seventh grades. The RSFSR alone had 130 teachers’ institutes in 1940. The USSR had 187 teachers’ institutes in 1945 and 236 in 1950–51. Each institute included divisions of physics and mathematics, natural science and geography, history, and language and literature. Some also had a physical education division. The institutes accepted applicants with a general secondary education or a secondary pedagogical education. Educational work was organized for the most part according to the pattern that prevailed in pedagogical institutes.

In the 1950’s, owing to the growth in the network of complete secondary schools and to the necessity of increasing the number of teachers with a higher pedagogical education, the largest teachers’ institutes were transformed into pedagogical institutes, pedagogical schools, and other types of educational institutions.

References in periodicals archive ?
Rawya bint Saud al-Busaidiyah, Minister of Higher Education with the participation of more than 600 graduates of Teachers Institutes, junior colleges for teachers and colleges of education for the batches from 1975 to 1998.
The forum, which was held at the A'Rustaq College of Applied Sciences, is the first initiative of the graduates of Teachers Institutes, junior colleges for teachers and colleges of education to meet their colleagues after 41 years of their graduation.
The Yale-New Haven Teachers Institutes are educational partnerships between universities and school districts that intend to strengthen teaching and learning in public schools.
The New Haven Independent reported that the Yale-New Haven Teachers Institutes hosted seminars for teachers from 15 New Haven public schools who developed curriculum units as Fellows of the program.
A teacher from Davis Street School, who has been a Fellow of the Teachers Institute since 1992, prepared a unit to teach her first-graders about the Cherokee Trail of Tears.
The Teachers Institutes offer educators from around the country a remarkable learning experience centered on one of the most critical events in the history of Virginia and the country.
The third important professional development activity the experienced teacher recommended was that the novice attend teachers institutes.
The report closes with a discussion of the impact of the teachers institutes, lessons learned from the national demonstration project, and the challenges of sustaining teachers institutes in the future.

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