ABSTRACT

In this article, I discuss seldom-acknowledged ways in which university teacher preparation has served the common good throughout its history. I focus on the U.S., where teacher education has contributed to the larger university mission to serve society. I offer a new synthesis of varied strands of historical scholarship to explain how, for two centuries, teacher-education institutions and programs have responded to public needs to sustain college enrollments and expand access to higher learning, and have been pivotal in expanding student diversity, equity, and inclusion in higher education. Understanding that preparing teachers in the university rather than through alternative routes serves the common good enhances research on teacher education in the U.S. as well as in other countries.

摘要

在这篇文章中，我讨论了大学教师准备在其整个历史中为共同利益服务的鲜为人知的方式。我专注于美国，那里的教师教育为大学服务社会的更大使命做出了贡献。我提供了各种历史学术研究的新综合，以解释两个世纪以来，教师教育机构和计划如何响应公众需求以维持大学入学率和扩大高等教育机会，并在扩大学生多样性方面发挥了关键作用，公平和包容在高等教育中。认识到在大学里培养教师而不是通过其他途径有利于共同利益，这有助于加强对美国和其他国家教师教育的研究。