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The purpose of this study is to explore the history of the formation and development of teacher education in the early 19th century Massachusetts, United States. Through adapting historical research and documentary research, this study intends to understand the difficulties and controversies faced in teacher education reform in Massachusetts. The findings are as follows. First, the problems and deficiencies of teacher education before the beginning of the nineteenth century in Massachusetts were deeply affected by religious traditions, educational funding, and teacher recruitment mechanisms. Second, James G. Carter (1795-1849) proposed establishing a specific teacher training institution. Third, Charles Brooks (1795-1872) suggested imitating Prussian education experience and petitioned to establish Massachusetts state normal school. Fourth, Horace Mann (1796-1859) was the key figure in establishing the Massachusetts state normal school and resolving its related disputes. Fifth, the Massachusetts State Board of Education and the Massachusetts normal school were intervened by political factors and once encountered abolition crisis. Sixth, The Massachusetts state normal school operated by Cyrus Peirce (1790-1860) manifested the characteristic of the development of Massachusetts teacher training toward professionalization. This study proposes suggestions for future development of teacher training in Taiwan: First, reconciling the advantages of different teacher training channels and implementing a blueprint for teacher professional development. Second, focus academic research on teacher training and shaping a model institution for teacher training practice. Third, cultivate Taiwan teachers’ professional development based on domestic culture and environment, bearing global educational perspectives. |
