Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)

In this paper the institutional dynamics of teacher colleges in Venezuela between 1870 and 1980 are analyzed, with particular emphasis on the international references that had an influence on their organization. To attain this objective, primary and secondary sources were used in order to identify m...

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Autor principal: Uzcátegui Pacheco, Ramón Alexander
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Historia Americana y Argentina. Facultad de Filosofía y Letras. Universidad Nacional de Cuyo. 2020
Materias:
Historia de la educación; Escuelas normales; Pedagogía; Venezuela
History of education; Normal schools; Teacher education; Pedagogy; Venezuela
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/revihistoriargenyame/article/view/3474
Aporte de:
Revista de Historia Americana y Argentina de Universidad Nacional de Cuyo
id I11-R102article-3474
record_format ojs
institution Universidad Nacional de Cuyo
institution_str I-11
repository_str R-102
container_title_str Revista de Historia Americana y Argentina
language Español
format Artículo revista
topic Historia de la educación; Escuelas normales; Pedagogía; Venezuela
History of education; Normal schools; Teacher education; Pedagogy; Venezuela
spellingShingle Historia de la educación; Escuelas normales; Pedagogía; Venezuela
History of education; Normal schools; Teacher education; Pedagogy; Venezuela
Uzcátegui Pacheco, Ramón Alexander
Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)
topic_facet Historia de la educación; Escuelas normales; Pedagogía; Venezuela
History of education; Normal schools; Teacher education; Pedagogy; Venezuela
author Uzcátegui Pacheco, Ramón Alexander
author_facet Uzcátegui Pacheco, Ramón Alexander
author_sort Uzcátegui Pacheco, Ramón Alexander
title Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)
title_short Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)
title_full Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)
title_fullStr Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)
title_full_unstemmed Teacher colleges in Venezuela: Pedagogical models in their institutional development (1870-1980)
title_sort teacher colleges in venezuela: pedagogical models in their institutional development (1870-1980)
description In this paper the institutional dynamics of teacher colleges in Venezuela between 1870 and 1980 are analyzed, with particular emphasis on the international references that had an influence on their organization. To attain this objective, primary and secondary sources were used in order to identify models or sources of inspiration. The analysis shows that in their historical process teacher colleges were influenced by various educational models: the proposals of Joseph Lancaster, the Prussian teacher college model, the French influence, the North American pragmatic view, the pedagogical principles of Friedrich Fröebel, the New School or the Active School, and the modern theories of Experimental Education. From the analysis it can be concluded that in Venezuela’s process of creating a national system of public instruction, teacher education developed its own institutionalization in order to meet the demands of a national education project, taking and including pedagogical references and experiences from various origins.
publisher Instituto de Historia Americana y Argentina. Facultad de Filosofía y Letras. Universidad Nacional de Cuyo.
publishDate 2020
url https://revistas.uncu.edu.ar/ojs3/index.php/revihistoriargenyame/article/view/3474
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last_indexed 2022-06-20T13:37:22Z
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