Standards — Who Needs Them? Setting Standards for the Education of Occupational Therapists

This paper explores some of the reasons standards for professional education are necessary and briefly traces the history of education standards for Canadian occupational therapists. The present work of the CAOT Academic Standards & Accreditation Committee on the revision of the Standards for the Education of Occupational Therapists in Canada is briefly described.

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The development of technical and scientific professional education systems: an analysis through activity theory using Engeström’s historical type model/ O desenvolvimento dos sistemas de formação técnico-científica: uma análise pela teoria da atividade usando o modelo de tipos históricos de Engeström. (Bilingual Edition)

Cadernos de História da Educação ◽

10.14393/che-v17n1-2018-9 ◽

2018 ◽

Vol 17 (1) ◽

pp. 139

Author(s):

Dilhermando Ferreira Campos ◽

Márcia Maria Fusaro Pinto

Keyword(s):

Activity Theory ◽

Professional Education ◽

History Of Education ◽

Influential Factor ◽

Type Model ◽

Educational Systems ◽

Educational Model ◽

School Practices ◽

Internal Conflicts ◽

History Of

A necessidade de disseminar a formação técnico-científica advinda com o modo de produção moderno foi um fator influente no estabelecimento dos atuais sistemas de ensino. A partir de uma perspectiva mais utilitária dada à educação, responsável por muitas características do currículo e das práticas escolares, o modelo educacional foi se adequando às novas demandas e níveis de organização social. Para compreender melhor esse processo e seus conflitos internos, utilizaremos os conceitos da teoria da atividade, mais especificamente o modelo de tipos históricos elaborado por Y. Engeström para sistematizar a evolução de uma atividade ao longo da história.Palavras-chave: teoria da atividade. história da educação. formação técnico-científica. AbstractThe need to wider disseminate the technical and scientific education arising from the modern modes of production was an influential factor in the establishment of the current educational systems. Attributing to education a more utilitarian perspective, responsible for many features of the curriculum and school practices, the educational model has been adapted to the new demands and levels of social organization. In order to better understand this process as well as its internal conflicts, we will use notions of the activity theory, specifically the historical type model developed by Y. Engeström to systematize the evolution of an activity throughout of history.Keywords: Activity theory. History of Education. Technical and scientific professional education.ResumenLa necesidad de difundir la formación técnico-científica que surge con el modo de producción moderno, era un factor influyente en el establecimiento de los sistemas de enseñanzas actuales. Desde una perspectiva más utilitaria dada a la educación, responsable por muchas características del currículo y de las prácticas escolares, el modelo educativo se ha ido adaptando a las nuevas demandas y niveles de organización social. Para entender mejor este proceso y sus conflictos internos, utilizaremos los conceptos de la teoría de la actividad, más específicamente el modelo de tipos históricos elaborados por Y. Engeström para sistematizar la evolución de una actividad a lo largo de la historia.Palabras claves: Teoría de la actividad. Historia de la Educación. Formación técnico-científica.

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History of Education in the United States

Education ◽

10.1093/obo/9780199756810-0013 ◽

2013 ◽

Author(s):

Christopher M. Span

Keyword(s):

United States ◽

Teacher Education ◽

Professional Education ◽

History Of Education ◽

The United States ◽

Teacher Education Programs ◽

Education Programs ◽

Social Foundations ◽

The Past ◽

History Of

This annotated bibliography concentrates on the history of education in the United States. This history can be divided into two distinct areas: teacher training, and scholarship and research. Well before 1860, history of education, as a course of study, was associated with the professional education training of American teachers. To date, nearly all teacher education programs in the United States still incorporate the history of American education—even if only as part of a social foundations course—as a course requirement in its preservice teacher education programs. The assumption is that providing teachers with a general overview or survey of the most important developments in the history of education in the United States allows them to be self-reflective about the past and better understand the society in which they will teach. As a field of research, history of education has its earliest beginnings in the late 19th century, but by the mid-20th century it was a well-established field of study.

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“Warn Students That I Entertain Heretical Opinions, Which They Are Not to Take as Law”: The Inception of Case Method Teaching in the Classrooms of the Early C. C. Langdell, 1870–1883

Law and History Review ◽

10.2307/744185 ◽

1999 ◽

Vol 17 (1) ◽

pp. 57-140 ◽

Cited By ~ 12

Author(s):

Bruce A. Kimball

Keyword(s):

Twentieth Century ◽

Professional Education ◽

The United States ◽

Law School ◽

Faculty Members ◽

Academic Standards ◽

Case Method ◽

Law Schools ◽

Christopher Columbus ◽

History Of

Christopher Columbus Langdell (1826–1906) was perhaps the most influential figure in the history of legal education in the United States. He shaped the modern law school by introducing a number of significant reforms during his tenure as dean of Harvard Law School (HLS) from 1870 to 1895. Indeed, Langdell may well be the most influential figure in the history of American professional education because he established at HLS, with the help of President Charles W. Eliot, the model for twentieth-century professional schools. His innovations—such as minimum academic standards for admission to degree candidacy, a graded and sequential curriculum, minimum academic standards for continuation in a degree program, a professorial career track for faculty members, and the transformation of the library from a textbook repository into a scholarly resource—became the norm to which leading law schools, medical schools, and, finally, schools of other professions in the twentieth century aspired. Among these changes, none is more closely associated with Langdell than the introduction of case method teaching.

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