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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Historia Americana y Argentina. Facultad de Filosofía y Letras. Universidad Nacional de Cuyo.
2020
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/revihistoriargenyame/article/view/3474 |
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| Sumario: | 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. |
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