- Title
- Pragmatic transformations: an entwined history of Newcastle Teachers College
- Creator
- Preston, Gregory D.
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2019
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- This thesis presents the first comprehensive history of Newcastle Teachers College (NTC) from its foundation in 1949 until its amalgamation with the Conservatorium of Music and Newcastle University in 1989. The history includes the periods where the NTC was named the Newcastle College of Advanced Education, and the Hunter Institute of Higher Education. Traditional methods of historiographical analysis of primary and secondary source material are used in conjunction with 96 interviews collected for the project. The combined and triangulated use of sources is described and discussed as an ‘entwined history’. The approach offers a detailed picture of the institution and provides original insights into the key issues leading to change and institutional and local responses to them, covering such themes as the importance of pragmatism, variation in teacher training objectives and the changes in the gate-keeping role of teacher preparation institutions. The institution changed from a state controlled local teachers college to a federally funded multi-purpose College of Advanced Education (CAE) and this modification resulted in new funding models and reporting channels. The lived experiences of the college’s participants were not essentially altered by these external educational factors, and changes largely arose from external social and cultural changes. These were expressed through the daily teaching and interactional patterns of the college. Findings also explore the local aspects of key 20th century educational debates such as teacher preparation as cultural transmission, and the relative value attached to practical components within teacher preparation. The embodiment of change often had a specific local nuance through the intervention of pivotal individuals, the importance of home-grown expertise or curriculum and practicum variation in the local context.
- Subject
- education; history; teacher education; teacher preparation; University of Newcastle; Newcastle CAE; Newcastle Teachers College
- Identifier
- http://hdl.handle.net/1959.13/1407979
- Identifier
- uon:35799
- Rights
- Copyright 2019 Gregory D. Preston
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 12 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 134 KB | Adobe Acrobat PDF | View Details Download |