Escuela Normal (Normal School) of Costa Rica: History and Legacy

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Revista Electronica Educare Pub Date : 2016-01-01 DOI:10.15359/ree.20-1.21

Vivian Carvajal-Jiménez, Silvia Ruiz-Badilla

引用次数: 1

Abstract

On the centennial of the Escuela Normal (Normal School) of Costa Rica, this paper discusses its role and its legacy in teacher training. It is structured in three parts. Firstly, it presents a brief historical background of the origin and profile of normal schools in various parts of the world. Secondly, it describes the development of the Escuela Normal (Normal School) in Costa Rica, refers to various personalities and significant elements that have set the course and prestige of the institution, and places the emphasis on its key role in the humanistic training of teachers, which helped to establish the foundations of Costa Rican educational development. Finally, it presents some remarks about the educational legacy of this noble institution that has remained to this day, particularly in tertiary education, in the teacher training career at the National University, the major historical heir of the Escuela Normal (Normal School).

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哥斯达黎加师范学校:历史与遗产

在哥斯达黎加Escuela师范学校成立一百周年之际，本文讨论了它在教师培训中的作用及其遗产。它由三个部分组成。首先，简要介绍了世界各地师范学校的起源和概况的历史背景。其次，它描述了哥斯达黎加Escuela师范学校(师范学校)的发展，提到了确定该机构的课程和声望的各种个性和重要因素，并强调了它在教师人文培训方面的关键作用，这有助于建立哥斯达黎加教育发展的基础。最后，它提出了一些关于这一崇高机构的教育遗产的评论，特别是在高等教育方面，在国立大学的教师培训生涯中，Escuela师范学校(师范学校)的主要历史继承人。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Revista Electronica Educare Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

审稿时长

28 weeks

期刊介绍： Educare Electronic Journal is edited and published by the Center for Research and Teaching in Education (Centro de Investigación y Docencia en Educación) from the Universidad Nacional (National University, Costa Rica). It is an international, quarterly, academic publication. Educare’s aim is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings, and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, Educare offers a space for exchange, dissemination and promotion of Education.