2005 Volume 14 Pages 70-79
University education's involvement in teacher education is long established, but its development has been neither smooth nor unproblematic. Industrial teacher education in university teacher education programs has had particularly complex problems. One of the most important problems has been the place of industrial skills in university-based industrial teacher education.
The purpose of this paper is to examine the role of Selvidge's method of trade and job analysis for university-based industrial teacher education at the University of Missouri from the viewpoint of the historical study of university-based teacher education in the United States.
The following three points became clear from this examination.
First, the school of education in the University of Missouri trained the teachers to teach industrial studies as part of general education. When the Smith-Hughes Act was enacted in 1917, the school began to train the teachers to teach industrial studies not only as vocational education, but also as part of general education. These characteristics of courses for training of industrial studies teachers reflected Selvidge's thinking about the education of industrial studies teachers.
Second, the university-based industrial teacher education at the University of Missouri put emphasis on teaching industrial skills. The content and credits of the shop work experience were unchanged from 1908 to 1941.
Third, Selvidge's method not only taught industrial skills but also the teaching skills for teaching industrial skills in the university-based industrial teacher education program at University of Missouri.
