This study clarifies the significance of teacher training in universities in England by examin- ing the idea of the Manchester Day Training College （DTC）. Today, the teacher education poli- cy in England is seemingly based on the assumption that universities are useless in initial teacher training. Although such policy trends tend to be criticised, limited studies have investi- gated the historical significance of teacher training in universities. This study focuses on two professors of education at the University of Manchester, namely, Joseph John Findlay and Mi- chael Ernest Sadler, and examines their idea of teacher training in universities.
DTCs were founded in the 1890s in English universities, such as Oxbridge, London, and the so-called civic universities on the basis of the Code of 1890. As institutions for teacher training in universities, DTCs have contributed to the development of universities and teacher training. On the one hand, DTC students could receive professional training and take degree courses in universities. On the other hand, universities could secure a certain number of students who took courses in Arts and Sciences. Hence, the relationships between universities and teacher training were mutually beneficial, and DTCs became university departments of education in the 1910s. Manchester DTC, the Owens College, was established in 1890. It became University Department of Education in 1899, and Faculty of Education was established in 1914.
Professor Findlay, who was appointed to the Sarah Fielden Chair of Education, emphasised the importance of “the interaction of theory and practice.” Moreover, he claimed that the com- bination of liberal culture with specifically professional preparation was important. Further- more, Professor Sadler, who is famous as an educational administrator and Vice-Chancellor of the University of Leeds, alluded that primary teachers should be and became regarded as part of a liberal profession. He further indicated that DTCs promoted the science of education, that is, educational studies.
In conclusion, one can infer that academic education and professional training were explored in teacher training in universities. Teacher educators, such as Findlay and Sadler, proposed that bridging academic education in universities and professional training in DTCs was impor- tant, although DTCs were originally founded as affiliated institutions of universities. School teachers should adopt a liberal culture, and higher education and the development of educational studies were regarded as essential to achieve this goal. The teacher educators have consid- ered that theory and practice should be pursued on academic foundation even in the early days of DTCs.
This study suggests that academic education and professional training should be conducted cohesively and that educational studies and research can contribute to teacher education.
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