1. Education:
- Prospective teachers were expected to have a solid academic foundation. They typically began by completing a primary education and then pursuing secondary schooling, often at grammar schools or academies.
2. Student-Teachership:
- After completing their secondary education, aspiring teachers would enter a period of student-teachership or apprenticeship. They worked under the supervision of experienced teachers in elementary schools, observing and assisting with classroom instruction.
3. Training Colleges:
- In the mid-19th century, training colleges specifically designed to prepare teachers began to emerge. These colleges offered both theoretical and practical training in various subjects, teaching methodologies, and educational philosophy.
4. National Society and the British and Foreign School Society:
- Two prominent education societies, the National Society and the British and Foreign School Society, played a significant role in teacher training. They established model schools where student-teachers could observe best practices and receive practical guidance.
5. Certificates:
- Upon completing the training period, teachers could obtain certificates of competency from the National Society or the British and Foreign School Society. These certificates were widely recognized and enhanced a teacher's employment prospects.
6. Pupil-Teacher System:
- In addition to the training colleges, the pupil-teacher system was another pathway to becoming a teacher. This system involved young individuals serving as apprentices under experienced teachers while simultaneously pursuing their own studies.
7. Queen's Scholarship Examinations:
- In 1846, the Queen's Scholarship Examinations were introduced to provide scholarships for promising student-teachers. These examinations assessed candidates' knowledge in various subjects and their aptitude for teaching.
8. Licensure and Certification:
- By the late 19th century, government involvement in teacher training increased. Licensure and certification requirements were introduced, and teachers had to meet certain standards and pass exams to obtain a teaching license.
9. Ongoing Professional Development:
- Teachers were encouraged to continue their professional development through workshops, conferences, and further study. Inspectors from the Education Department would periodically visit schools and assess teachers' performance.
Overall, becoming a teacher in the Victorian era required a combination of academic education, practical training, and ongoing professional development. The level of qualifications and standards varied between different schools and regions, but the overall aim was to ensure that teachers possessed the knowledge, skills, and values necessary to provide high-quality education to students.