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About the Duke University Teacher Preparation Programs
History
Teacher Preparation Program Offerings
A Shared Challenge, A Shared Goal, and Shared Success
History
Education has been central to Duke’s mission throughout its history, beginning in 1851, when Union Institute (founded 1839) first prepared teachers and was reorganized into Normal College. In 1858, it became Trinity College, a liberal arts institution in which teacher training assumed a central and major role. In 1924, under the direction of and with an endowment from James B. Duke, Trinity College became Duke University. In the Indenture of Trust, he insisted that the training of teachers be among its primary missions:
I have selected Duke University as one of the principal objects of this Trust because I recognize that education, when conducted along sane and practical, as opposed to dogmatic and theoretical lines, is, next to religion, the greatest civilizing influence . . . . I advise that the courses at this institution be arranged, first, with special reference to the training of preachers, teachers, lawyers, and physicians, because these are most in the public eye, and by precept and example can do most to uplift mankind.
This vision has guided Duke throughout its history, and for all of that
history, the Arts and Sciences faculty has offered training to prepare
Duke students to teach in public school classrooms and to assume leadership
roles in the nation’s elementary and secondary schools.
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Teacher Preparation Programs
The undergraduate and graduate programs that currently make up the Duke University Teacher Preparation Programs were reorganized in 1982 and 1988, respectively, and they have operated as a Unit since 1992. At the undergraduate level, through Trinity College, the Program in Education houses an elementary program and four secondary programs: English, mathematics, comprehensive general science, and comprehensive social studies. At the graduate level, through the Graduate School, the Master of Arts in Teaching Program offers secondary programs in the areas of English, mathematics, biology, physics, comprehensive general science, and comprehensive social studies (Table 1 and Table 2).
Table 1- Overview of Elementary, Secondary, and MAT (2003-2004)
Table 2 - Core Course Sequences
Teacher preparation at Duke – which celebrated its sesquicentennial
in 2002 – is organized around the central theme of producing liberally
educated, reflective professionals – prepared for change.
This theme is consistent with Duke University’s goal for all students
– that they develop as liberally educated, reflective citizens –
and reflects the wider culture of Duke with its emphasis on breadth and
depth by means of a liberal arts education. Vital, too, is the continuing
partnership that Duke has with Durham
Public Schools. Durham’s teachers serve as voting members on
each teacher preparation program committee; they are appointed faculty
members within the Graduate School for the purposes of instructing teachers
in training; and they are compensated for their work with the university.
Durham Public School teachers and administrators collaborate with Duke
researchers in grant proposals and ongoing research. Duke’s Office
of Community Affairs, with its commitment to seven neighborhood partner
schools surrounding Duke’s campus, has focused the broader university
community – from the President to entering freshmen – on contributing
to the education of our community’s children and to the professional
development of their teachers through volunteer work, a substantial financial
commitment, and ongoing collaboration in technological and academic programs.
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A Shared Challenge, A Shared Goal, and Shared Success
Duke University remains committed to its founder’s vision of the
highest quality of teacher training. The achievement of this goal is dependent
upon fully integrating that training into the overall liberal arts mission
of the institution at large. In this way, it will continue its unique
and special contribution to the educational needs of both this country
and its international neighbors. The Teacher Preparation Programs are
fully committed to helping the university to continue to meet the demands
of this goal for teacher training.
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