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This study examined quality assurance practices and their influence on quality training of pre-service teachers, as well as the relationships between leadership roles, quality assurance, and teacher training quality in Colleges of Education (CoEs) in Ghana. A descriptive cross-sectional design was adopted, and stratified random sampling was used to sample 132 teaching staff and 357 students from five CoEs in the Eastern and Greater Accra Zone. A questionnaire was employed for data collection. Data were analysed using regression and mediation analysis. The key findings were that: quality assurance was identified to have a positive but statistically insignificant effect on students’ training in Colleges of Education in Ghana with an overall mean score of quality training of students’ measures was 4.75 (SD± 1.52). The overall mean score of leadership role measures from the tutor’s perspective was 4.65 (SD± 0.94). ii) leadership role positively and significantly mediates the relationship between quality assurance and quality training of students in Colleges of Education in Ghana with the overall mean score of leadership role measures from a student perspective being 4.71 (SD± 1.38). The study concludes that leadership strengthens the impact of quality assurance on student teachers’ training. The study recommends that quality assurance units in Colleges of Education in Ghana should be strengthened with the necessary resources to positively influence students’ training.

The study examined the influence of internet usage on the academic performance of College of Education students in Ghana as being rhetoric or reality. The study adopted descriptive survey design. All year groups (levels 100-400) of St. Joseph’s College of Education were considered as the main population for the study while stratified random sampling technique was used to select 132 respondents. Researchers’ designed questionnaire was used for data collection where Statistical Package for Social Sciences (SPSS version 25) was used for data analysis. The findings of the study revealed that Internet’s influence on the academic performance of the respondents used for the study is a clear-cut reality other than lip service. Internet provides opportunity to acquire special skills; improves their performance during examination; enhances students to study ahead of their teachers; improves students reading competence; promotes their computer skills towards academic activities among others. Nevertheless, few of the respondents reported that Internet usage distracts their attention and prevents them from attending lectures regularly. Based on that, it was recommended that school counselors with the support of the administrators organise enlightenment programmes for students on how to use the internet to improve academic performance. Students in the understudy institution should be encouraged to use the Internet in searching for information that will enhance and improve their academic performance. It is important also to expose the school counselors on training to computer appreciation so that they can give right counselling direction on Internet usage by students regarding their academic activities.

The study examined the influence of internet usage on the academic performance of College of Education students in Ghana as being rhetoric or reality. The study adopted descriptive survey design. All year groups (levels 100-400) of St. Joseph’s College of Education were considered as the main population for the study while stratified random sampling technique was used to select 132 respondents. Researchers’ designed questionnaire was used for data collection where Statistical Package for Social Sciences (SPSS version 25) was used for data analysis. The findings of the study revealed that Internet’s influence on the academic performance of the respondents used for the study is a clear-cut reality other than lip service. Internet provides opportunity to acquire special skills; improves their performance during examination; enhances students to study ahead of their teachers; improves students reading competence; promotes their computer skills towards academic activities among others. Nevertheless, few of the respondents reported that Internet usage distracts their attention and prevents them from attending lectures regularly. Based on that, it was recommended that school counselors with the support of the administrators organise enlightenment programmes for students on how to use the internet to improve academic performance. Students in the understudy institution should be encouraged to use the Internet in searching for information that will enhance and improve their academic performance. It is important also to expose the school counselors on training to computer appreciation so that they can give right counselling direction on Internet usage by students regarding their academic activities.

This study assessed the research capability of the College of Education students. It determined its relationship with their academic achievement. It is expected that the result of this study could be used to gauge the development of the research framework. Likewise, this study focused on 47 respondents from the third-year and fourth-year students of the College of Education of the Iloilo University of Fisheries Science & Technology, San Matias, Dingle, Iloilo City. The researcher used purposive sampling for the College of Education students in determining the respondents of this study. The findings revealed that the mean distribution on the Extent of the Research Capabilities of College of Education Students is "To a Moderate Extent" at a calculated mean of 3.10 and standard deviation of 0.674, with the Research Method having the lowest mean of 3.03 and an Interpretation of "To a Moderate Extent." The indicator with the highest mean is "The Nature of Inquiry," with a mean of 3.16 and an interpretation of "To a Moderate Extent." This implies that the participants put more value and importance on the Nature of Inquiry than the three other factors on the extent of the research capabilities of College of Education students. It can be concluded that there is a significant difference in the research capabilities of College of Education students in terms of the Nature of Inquiry, Understanding of Literature and Studies, and Research Method. Therefore, the decision is to reject the null hypothesis based on the Decision Matrix of the study. On the other hand, there is no significant difference in the research capabilities of College of Education students in terms of Interpreting Results. Moreover, there is no significant difference in the research capabilities and academic achievement of College of Education students. Therefore, the decision is to accept the null hypothesis based on the Decision Matrix of the study. With all of the above, the researcher highly recommends

This study assessed the research capability of the College of Education students. It determined its relationship with their academic achievement. It is expected that the result of this study could be used to gauge the development of the research framework. Likewise, this study focused on 47 respondents from the third-year and fourth-year students of the College of Education of the Iloilo University of Fisheries Science & Technology, San Matias, Dingle, Iloilo City. The researcher used purposive sampling for the College of Education students in determining the respondents of this study. The findings revealed that the mean distribution on the Extent of the Research Capabilities of College of Education Students is "To a Moderate Extent" at a calculated mean of 3.10 and standard deviation of 0.674, with the Research Method having the lowest mean of 3.03 and an Interpretation of "To a Moderate Extent." The indicator with the highest mean is "The Nature of Inquiry," with a mean of 3.16 and an interpretation of "To a Moderate Extent." This implies that the participants put more value and importance on the Nature of Inquiry than the three other factors on the extent of the research capabilities of College of Education students. It can be concluded that there is a significant difference in the research capabilities of College of Education students in terms of the Nature of Inquiry, Understanding of Literature and Studies, and Research Method. Therefore, the decision is to reject the null hypothesis based on the Decision Matrix of the study. On the other hand, there is no significant difference in the research capabilities of College of Education students in terms of Interpreting Results. Moreover, there is no significant difference in the research capabilities and academic achievement of College of Education students. Therefore, the decision is to accept the null hypothesis based on the Decision Matrix of the study. With all of the above, the researcher highly recommends

The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.

The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.

Management practices adopted by the colleges of education administrators who are primarily posted to children library section in enhancing ICT seem to be poor. The study examined the challenges associated with the management practices. We adopted a descriptive research design. A total of 73 respondents (Seven Children Library Administrators and 66 ICT officers) were used as the study sample. One instrument was used for collection of data. The respondents were administered the instrument with the help of five brief research assistants. Data analysis was completed using mean and standard deviation for research questions and z-test was used to test the hypotheses. The researchers found that library administrators are facing some challenges in enhancing ICT in the Children library sections of Colleges of Education. It was also found that there was no significant difference between the Children library administrators and the ICT officers on the two hypotheses. The researchers concluded that Children library administrators should adopt certain strategies that will curb the challenges facing the enhancement of ICT in Children libraries for the effectiveness of the college libraries.

The aim of user education programme is to assist library users make the most effective use of library with little or no assistance from the library staff. Due to the greater relevance of libraries in information, education and the increasing complexity of libraries as a result of information explosion and a deluge of educational and information resources, it is imperative that libraries engage in user education programmes. In addition, availability of information resources and services to students is crucial but more importantly it is to ensure that students for whom these resources and services are provided utilise them adequately to satisfy their needs. The study therefore examines user education programmes, resources availability and use: the experience of college of education students in Kwara state, Nigeria. Descriptive survey design was adopted and the study population consisted 443 students in the department of chemistry, school of sciences, college of education, Kwara state, Nigeria. The simple random sampling technique was used to select a sample of 199. Questionnaire was the instrument used for data collection. Data was analysed using descriptive statistics for the five research questions. Findings revealed that textbooks 57.5% and Internet resources 52.2% were readily available to the respondents. 39.8% respondents strongly agreed that, user education developed their capabilities as self-sufficient users. Also, 34.4% respondents revealed that their library skills were developed and made them become more independent in locating and retrieving information materials. 81.7% respondents strongly agreed that crowdedness/largeness of the class capacity was a major barrier hindering user education in their libraries, 72.6% also indicated that lack of periodic user education programme was a barrier while 69.8% of respondents revealed that lack of relevant and up-to-date resources were user education challenges which negatively affect the use of library resources b

The provision of education to citizens is a requirement for economic and social development, and globalization and the transition to a knowledge-based economy require that existing educational institutions produce individuals who can convert information into knowledge and apply that knowledge in a dynamic, cross-cultural setting. The successful integration of ICT into the learning environment requires instructors to be able to design learning in creative ways, integrate technology with a pedagogy successfully, develop socially engaged learning settings, and encourage cooperative involvement. Students and student teachers frequently have more knowledge and experience with ICT than instructors and teacher educators, and for many people, this demands a different set of abilities than those they now possess. The desire for online learning to satisfy the needs of Ghana's universities' expanding student population remains a worry despite the ongoing discussions and difficulties that higher education faces. Many Ghanaian stakeholders now have a keen interest in the country's level of science and technology. This study's goal was to look at how ICT was used in teaching and learning, with a particular emphasis on the College of Education in the Volta Region. The specific goals of the study were to find out how much ICT was used in teaching and learning in colleges of education in the Volta Region, to find out what factors affected ICT use in teaching and learning in colleges of education in the Volta Region, and to find out what stopped ICT from being used in those institutions.  Two theories, notably the Social Constructivist Theory and the Diffusion of Innovation Theory, served as the foundation for the study. The paper employed a desk study review methodology to examine pertinent empirical literature and identify key themes. The results showed that ICT can be utilized as a tool to support transformative, learner-centered faculty development; nevertheless, researchers

The provision of education to citizens is a requirement for economic and social development, and globalization and the transition to a knowledge-based economy require that existing educational institutions produce individuals who can convert information into knowledge and apply that knowledge in a dynamic, cross-cultural setting. The successful integration of ICT into the learning environment requires instructors to be able to design learning in creative ways, integrate technology with a pedagogy successfully, develop socially engaged learning settings, and encourage cooperative involvement. Students and student teachers frequently have more knowledge and experience with ICT than instructors and teacher educators, and for many people, this demands a different set of abilities than those they now possess. The desire for online learning to satisfy the needs of Ghana's universities' expanding student population remains a worry despite the ongoing discussions and difficulties that higher education faces. Many Ghanaian stakeholders now have a keen interest in the country's level of science and technology. This study's goal was to look at how ICT was used in teaching and learning, with a particular emphasis on the College of Education in the Volta Region. The specific goals of the study were to find out how much ICT was used in teaching and learning in colleges of education in the Volta Region, to find out what factors affected ICT use in teaching and learning in colleges of education in the Volta Region, and to find out what stopped ICT from being used in those institutions.  Two theories, notably the Social Constructivist Theory and the Diffusion of Innovation Theory, served as the foundation for the study. The paper employed a desk study review methodology to examine pertinent empirical literature and identify key themes. The results showed that ICT can be utilized as a tool to support transformative, learner-centered faculty development; nevertheless, researchers

Learning environment in modern day Nigeria has not been friendly with both learners and teachers and this has created a lot of vacuum in the learning process. This study discusses the critical factors affecting learning environment. This study identifies certain factors like environmental, social, intellectual that inhibit the effective participatory of students in a learning environment. The study adopted triangulate research method and about 227 participants were involved in the administration of the questionnaire for study. The data collected from the questionnaires administered were presented through frequency percentage counts. Chi-square(X2) analysis was used for testing the hypotheses to justify the outcome of the study. Our findings, shows how much learning influence environments have on the students’ success. It also reveal that students who learn in conducive environments effectively receive the adequate knowledge and performance required of them. The study concludes that critical factors such as cultural, social, environmental etc. have negative influence on the learning environment. We recommended that learning environment in nook and crannies of the world should be given appropriate facilities and attention to make it a conducive environment for learners and as well pane way for students to have freedom to express their feeling and connections of knowledge passed across by the educators.

The libraries of Colleges of Teacher Education play a vital role in the educational process. The impact of motivating factors on seeking and collecting information among the faculty of Government and Government Aided colleges of Teacher Education has been studied. The highly motivating factor for visiting college libraries by faculty of teacher’s education colleges is to prepare for student project works. There is an association between this motivating factor and age or gender of the teachers.

Learning environment in modern day Nigeria has not been friendly with both learners and teachers and this has created a lot of vacuum in the learning process. This study discusses the critical factors affecting learning environment. This study identifies certain factors like environmental, social, intellectual that inhibit the effective participatory of students in a learning environment. The study adopted triangulate research method and about 227 participants were involved in the administration of the questionnaire for study. The data collected from the questionnaires administered were presented through frequency percentage counts. Chi-square(X2) analysis was used for testing the hypotheses to justify the outcome of the study. Our findings, shows how much learning influence environments have on the students’ success. It also reveal that students who learn in conducive environments effectively receive the adequate knowledge and performance required of them. The study concludes that critical factors such as cultural, social, environmental etc. have negative influence on the learning environment. We recommended that learning environment in nook and crannies of the world should be given appropriate facilities and attention to make it a conducive environment for learners and as well pane way for students to have freedom to express their feeling and connections of knowledge passed across by the educators.

Dr. Jill Newton has been a professor in the Math Education Department of the College of Education since 2008. She started the Tanzania study abroad program in 2010, and has been taking education and non-education students since. The program goes for a month and the students get to teach in local schools and experience small town life in Tanzania. Students take classes to get towards their Global Studies minor, and get to live at Fish Eagle Point during their stay. The curriculum is focused on teaching across cultures and learning about the education system worldwide, but most importantly, students are given the opportunity to interact and learn from a culture other than their own. Students leave with more knowledge about service learning and being a good global citizen. They are given the tools to serve in their own communities, and have memories that will last them a lifetime. Dr. Newton's program gives students the opportunity to grow and develop beyond the curriculum.

This paper examined assessment of Open Educational Resources (OER) by students in selected Academic Institutions in Southwest Nigeria. A descriptive research design was used for this study and the instrument used for data collection was the questionnaire. The population of this study comprised two hundred and fifty two respondents from selected academic institutions and a stratified sampling technique was used to select respondents from each of the nine institutions investigated. This study assessed the use of Open Educational Resources by students in nine academic institutions in Nigeria which comprised (Federal, State and Private Universities; Polytechnics; and Colleges of Education) in Nigeria. Findings illustrates that 40.5% of students do not use OER because they are not aware of OER. Male students use more OER than females. Finding indicates that 21.4% of students access OER through multimedia, while 32.5% of students access OER with their laptops because it is portable and convenient to move from one location to another. Analysis shows that Master degree students had 20.6% awareness of OER than other class of students. Result shows that students of government owned institutions are more knowledgeable in OER as University of Lagos have the highest with 15.1% through types of institutions. Analysis from Federal Government owned institutions such as (university, polytechnic and college of education) indicates a high percent of 41.3% which may be due to the fact that Federal Government institutions possess the bests of scholars because years of training and experience on the job, and interaction between lecturers and students from different states, culture and religion in Nigeria.

Dr. Jill Newton has been a professor in the Math Education Department of the College of Education since 2008. She started the Tanzania study abroad program in 2010, and has been taking education and non-education students since. The program goes for a month and the students get to teach in local schools and experience small town life in Tanzania. Students take classes to get towards their Global Studies minor, and get to live at Fish Eagle Point during their stay. The curriculum is focused on teaching across cultures and learning about the education system worldwide, but most importantly, students are given the opportunity to interact and learn from a culture other than their own. Students leave with more knowledge about service learning and being a good global citizen. They are given the tools to serve in their own communities, and have memories that will last them a lifetime. Dr. Newton's program gives students the opportunity to grow and develop beyond the curriculum.

This work seeks to develop elementary case studies, these cases are fictionalized depicting a real life classroom interaction in Zambian school particularly college of Education. The case studies used are aimed to widen mathematical teaching instruction. Set theory is chosen because of its fundamental application in Mathematics. Elementary set theory concepts such as element of set, empty set, subset and De Morgan’s law are used. Each case presents a teaching and learning deficiency or key moment of decision made when marking the work of students. The cases here to be read and analysed by a group of teachers, the goal of such interaction is to lead teachers to think deeply and appreciate the challenges of teaching elementary set theory concept and other related abstract concepts., Departamento de Didáctica de las Ciencias Sociales y Experimentales, Máster en Investigación Aplicada a la Educación

This work seeks to develop elementary case studies, these cases are fictionalized depicting a real life classroom interaction in Zambian school particularly college of Education. The case studies used are aimed to widen mathematical teaching instruction. Set theory is chosen because of its fundamental application in Mathematics. Elementary set theory concepts such as element of set, empty set, subset and De Morgan’s law are used. Each case presents a teaching and learning deficiency or key moment of decision made when marking the work of students. The cases here to be read and analysed by a group of teachers, the goal of such interaction is to lead teachers to think deeply and appreciate the challenges of teaching elementary set theory concept and other related abstract concepts., Departamento de Didáctica de las Ciencias Sociales y Experimentales, Máster en Investigación Aplicada a la Educación

This work seeks to develop elementary case studies, these cases are fictionalized depicting a real life classroom interaction in Zambian school particularly college of Education. The case studies used are aimed to widen mathematical teaching instruction. Set theory is chosen because of its fundamental application in Mathematics. Elementary set theory concepts such as element of set, empty set, subset and De Morgan’s law are used. Each case presents a teaching and learning deficiency or key moment of decision made when marking the work of students. The cases here to be read and analysed by a group of teachers, the goal of such interaction is to lead teachers to think deeply and appreciate the challenges of teaching elementary set theory concept and other related abstract concepts., Departamento de Didáctica de las Ciencias Sociales y Experimentales, Máster en Investigación Aplicada a la Educación

This work seeks to develop elementary case studies, these cases are fictionalized depicting a real life classroom interaction in Zambian school particularly college of Education. The case studies used are aimed to widen mathematical teaching instruction. Set theory is chosen because of its fundamental application in Mathematics. Elementary set theory concepts such as element of set, empty set, subset and De Morgan’s law are used. Each case presents a teaching and learning deficiency or key moment of decision made when marking the work of students. The cases here to be read and analysed by a group of teachers, the goal of such interaction is to lead teachers to think deeply and appreciate the challenges of teaching elementary set theory concept and other related abstract concepts., Departamento de Didáctica de las Ciencias Sociales y Experimentales, Máster en Investigación Aplicada a la Educación

This study sought to understand the processes of providing practical experience to student-teachers in preparing them for teaching, and how the trainees perceive these. It used the mixed method approach to obtain data from 3 purposively sampledColleges of Education and 12 schools of attachment in the Central Region of Ghana. Questionnaires were administered to 232 student-teachers; 12 focus group discussion sessions were held with mentees while an interview guide was used to elicit data from 24 mentors. The study found that there were no documented guidelines for the conduct of practicum, which meant uniformity in the approach was lacking; different processes and intensity of practicum organisation occurred in the colleges, and poor mentoring and supervision happened in most schools of attachment. Again, most mentors were untrained for their task, and the elements of partnership between teacher-training institutions and schools of attachment, which normally characterise practicum were not observed. This situation led to little articulation between the college preparation and activities of schools of attachment, and how one informs the work of the other. Moreover, student-teachers received very little professional guidance on how to develop their teaching competencies. Consequently, the study recommended that institutions should develop appropriateteaching standards and guidelines for practicum. Again, colleges should foster a strict adherence to the elements of partnership, while ensuring that qualified mentors are formally appointed, trained, incentivized and supported.

Rodolfo Llopis, influido por los principios pedagógicos de la Institución Libre de Enseñanza, intentó renovar la educación: primero como docente en la Escuela Normal de Cuenca, y más tarde como director general de Primera Enseñanza, coincidiendo con el bienio reformista de la Segunda República. Su gran deseo de cambio social le llevó a luchar por la educación y la democracia como pilares fundamentales para la regeneración social, política, pedagógica y cultural. Su formación en la Escuela Superior de Magisterio le puso en contacto con los profesores defensores del ideario de la Institución Libre de Enseñanza, y las influencias de Francisco Giner de los Ríos y Manuel Bartolomé Cossío definieron su perfil de docente y político institucionista., Rodolfo Llopis, influenced by the pedagogical principles of the Institución Libre de Enseñanza, tried to renew education; first as a teacher in the Normal School of Cuenca, and later as managing director of Primary Education, coinciding with the reformist biennium of the Second Republic. His great desire for social change led him to fight for education and democracy as fundamental pillars for social, political, educational and cultural regeneration. His training at the School of Education put him in touch with teachers who advocated for the ideology of the Institución Libre de Enseñanza, while the influences of Francisco Giner de los Ríos and Manuel Bartolomé Cossío defined his educational and political profile.

Rodolfo Llopis, influido por los principios pedagógicos de la Institución Libre de Enseñanza, intentó renovar la educación: primero como docente en la Escuela Normal de Cuenca, y más tarde como director general de Primera Enseñanza, coincidiendo con el bienio reformista de la Segunda República. Su gran deseo de cambio social le llevó a luchar por la educación y la democracia como pilares fundamentales para la regeneración social, política, pedagógica y cultural. Su formación en la Escuela Superior de Magisterio le puso en contacto con los profesores defensores del ideario de la Institución Libre de Enseñanza, y las influencias de Francisco Giner de los Ríos y Manuel Bartolomé Cossío definieron su perfil de docente y político institucionista., Rodolfo Llopis, influenced by the pedagogical principles of the Institución Libre de Enseñanza, tried to renew education; first as a teacher in the Normal School of Cuenca, and later as managing director of Primary Education, coinciding with the reformist biennium of the Second Republic. His great desire for social change led him to fight for education and democracy as fundamental pillars for social, political, educational and cultural regeneration. His training at the School of Education put him in touch with teachers who advocated for the ideology of the Institución Libre de Enseñanza, while the influences of Francisco Giner de los Ríos and Manuel Bartolomé Cossío defined his educational and political profile.

The purpose of this paper is to analyze the changing structure of education of school teachers for sixty years in Japan. After the WW II, teacher education system was changed to "open system", where any graduates of any kind of colleges and schools can get teacher licenses. However, national colleges of education supplied many new teachers in compulsory schools. During several waves of teacher shortage and surplus, national colleges of education experienced restructuring. However, teacher demands are growing, they are in process of expanding capacities. Also, private colleges of education are newly established and expanding their programs and student capacities. In near future, they will recruit more than half of the new teachers. We will see new structure of teacher education system; national colleges of education,private colleges of education and liberal arts colleges with teacher education programs.

In this paper, we have dealt with the institutional development of teacher education in Serbia in the 19th and the first decade of the 20th century. In this historical period, Serbia gained international recognition which has opened the way for the gradual development of a national school system. Since their establishment, the male teachers' schools in Serbia had the status of senior high schools. In a very short span of time, they produced a sufficient number of teachers who organised themselves into a strong professional community and contributed greatly both to the modernisation of Serbian education and to the development of pedagogy as a scientific discipline. Education of female teachers, on the other hand, took place in the so-called advanced schools for women, which, only at the turn of the centuries, evolved into female teachers' schools - their development was slow and difficult, partly due to the dominant patriarchal culture of the time. The development of teacher education went hand in hand with the development of pedagogy as scientific and academic discipline in Serbia. Hiring doctors of pedagogy, trained at European universities, as lecturers at teachers' schools, marked a qualitative leap in teacher education: educational thought developed in European countries, particularly in Germany, found its supporters in Serbia, who afterwards continued to develop authentic Serbian pedagogy and simultaneously educate generations of teachers in the spirit of educational concepts dominant at the time.

In this paper, we have dealt with the institutional development of teacher education in Serbia in the 19th and the first decade of the 20th century. In this historical period, Serbia gained international recognition which has opened the way for the gradual development of a national school system. Since their establishment, the male teachers' schools in Serbia had the status of senior high schools. In a very short span of time, they produced a sufficient number of teachers who organised themselves into a strong professional community and contributed greatly both to the modernisation of Serbian education and to the development of pedagogy as a scientific discipline. Education of female teachers, on the other hand, took place in the so-called advanced schools for women, which, only at the turn of the centuries, evolved into female teachers' schools - their development was slow and difficult, partly due to the dominant patriarchal culture of the time. The development of teacher education went hand in hand with the development of pedagogy as scientific and academic discipline in Serbia. Hiring doctors of pedagogy, trained at European universities, as lecturers at teachers' schools, marked a qualitative leap in teacher education: educational thought developed in European countries, particularly in Germany, found its supporters in Serbia, who afterwards continued to develop authentic Serbian pedagogy and simultaneously educate generations of teachers in the spirit of educational concepts dominant at the time.