New scientific teacher education for school and nation - the case of Czechoslovakia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F23%3A00011384" target="_blank" >RIV/46747885:24510/23:00011384 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.ische.org/" target="_blank" >https://www.ische.org/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

New scientific teacher education for school and nation - the case of Czechoslovakia

Popis výsledku v původním jazyce

The question of the professional emancipation of teachers (both Czech and German-speaking) in the Czech lands of the monarchy - primary, lower and upper secondary levels - was closely related to the issues of the development of pedagogical science, the issue of school reform (the external school system and the internal methods of education and upbringing in schools), but also the broader cultural and political context, especially the question of national and civic emancipation. (Gellner 2010; Hobsbawm 1992; Judson 2006; Judson/Rozenblit 2005) The paper analyses, the actors of teacher training reform, as calls and proposals to reform or strengthen the quality of teacher education were voiced in the late 19th century. (Kasper/Kasperová 2015; Kasper/Kasperová 2012) The paper analyses which institutions (existing and new) were involved in the demands for reform of teacher training. The reform of teacher education was an issue in the reform of university teacher training (for secondary school teachers), training in teacher seminaries (institutes), but also in further education for teachers in lower grades of schools or in newly established institutions (teacher training academies and professional private universities). (Kasperová 2016) The paper points out that after the establishment of independent Czechoslovakia (1918), suggestions the higher education of teachers came from teachers‘ associations, representatives of professional organizations, as well as from university associate professors and professors (both Czech and German). They argued for the necessity of a professionally oriented, i.e. based on modern (exact, empirical) pedagogical science model of university teacher training. The paper analyses the „national subtext” of the reform demands. While Czech teacher education drew heavily on the tradition of positivist pedagogy and later behaviourism and pragmatism, German teacher education was more faithful to the tradition of German pedagogical discourse - partly German spiritual science pedagogy, less experimental pedagogy, although the latter also found resonance. (Kasper/Kasperová 2017a; Kasper/Kasperová 2017b)

Název v anglickém jazyce

New scientific teacher education for school and nation - the case of Czechoslovakia

Popis výsledku anglicky

The question of the professional emancipation of teachers (both Czech and German-speaking) in the Czech lands of the monarchy - primary, lower and upper secondary levels - was closely related to the issues of the development of pedagogical science, the issue of school reform (the external school system and the internal methods of education and upbringing in schools), but also the broader cultural and political context, especially the question of national and civic emancipation. (Gellner 2010; Hobsbawm 1992; Judson 2006; Judson/Rozenblit 2005) The paper analyses, the actors of teacher training reform, as calls and proposals to reform or strengthen the quality of teacher education were voiced in the late 19th century. (Kasper/Kasperová 2015; Kasper/Kasperová 2012) The paper analyses which institutions (existing and new) were involved in the demands for reform of teacher training. The reform of teacher education was an issue in the reform of university teacher training (for secondary school teachers), training in teacher seminaries (institutes), but also in further education for teachers in lower grades of schools or in newly established institutions (teacher training academies and professional private universities). (Kasperová 2016) The paper points out that after the establishment of independent Czechoslovakia (1918), suggestions the higher education of teachers came from teachers‘ associations, representatives of professional organizations, as well as from university associate professors and professors (both Czech and German). They argued for the necessity of a professionally oriented, i.e. based on modern (exact, empirical) pedagogical science model of university teacher training. The paper analyses the „national subtext” of the reform demands. While Czech teacher education drew heavily on the tradition of positivist pedagogy and later behaviourism and pragmatism, German teacher education was more faithful to the tradition of German pedagogical discourse - partly German spiritual science pedagogy, less experimental pedagogy, although the latter also found resonance. (Kasper/Kasperová 2017a; Kasper/Kasperová 2017b)

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50300 - Education

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů