Learning to be a teacher in the 19th century: influences from Pestalozzi, Froebel, and Herbart

Abstract

At the end of the 18th century and, particularly, during the 19th century, with the theories by Pestalozzi, Froebel, and Herbart, the conceptions of teacher, teaching, and method were radically changed. These changes resulted in what is today understood by modern school. Out of the consequences of the theories proposed by these three pedagogues the present article intends to present, specifically, some changes and suggestions related to the formation of teachers for primary education at formation centers and/or normal schools. Among the qualities required of teachers were traits of care, affectivity and tenderness towards young boys and girls. Under the influence of the sciences of education (especially Pedagogy and Psychology), normal schools disseminated new conceptions about childhood, and began to reproduce models which the teacher practice was supposedto follow: scientific rationality blended with feminine attributes. As a consequence, the space of the classroom became more and more seen as ideal for women. In summary, the discussion conducted here is centered on the analysis initiated by Pestalozzi on the concept of woman as the mother-educator, and on the fact that Froebel was the first to incorporate her as a professional of education.