Session Information
Session 1, Teachers in the History of Education
Papers
Time:
2005-09-07
15:00-16:30
Room:
ENG
Chair:
Dennis Beach
Contribution
The image of a "good" teacher has been overcome by several changes, not only by society changes and the changes of values but also by changes in the thinking of the scientific community in the wide field of education. Nowadays there is a big discussion about the competences of well trained teachers, "good" teachers. And the question of competences of well trained teachers and their pedagogic professionalism is linked with the question of the training of teachers. A lot of studies try to figure out which competences for the teaching profession students and teachers have to make theirs´ own. In this paper I am going to outline the image of a "good" teacher before the Second World War and secondly I will tell you something about competences of "good" teachers from the sixties up to now. To point this out, I worked through two important periodicas. I was especially interested in papers which described several interactions of teachers and pupils and how a "good" teacher should act and interact and understand the situations. It is worth to think about it because - following the current theories - the teacher will support respectively the pupils in their development. For this purpose I give a short presentation of a paper of Schwarz, published in 1926, as one example of many publications of that period. Schwarz describes a "good" teacher in the opinion of the pedagogic scientific community. A "good" teacher always has the control over the pupils and over himself. He never has feelings of anger, disappointment, sadness, happiness, pride, furious, envy, etc. in holding classes. The teacher is the one who knows about all the things, not only the scientific knowledge of his subject, even about the motives of the pupils and therefore he never can be surprised about things going on in the classroom. He is calm, knowing, superior to pupils, because he should be trained well enough to understand the problems of the pupils, for example why they behave in an inappropriate way so that the teacher cannot give his lesson properly. For the time after 1950 I will introduce Clos (1986) as one representative. She describes her interactions with pupils and how she makes use of her pedagogic competences. Clos wants to start with her lesson but the pupils ignore her instructions absolutely. Like Schwarz she wants to understand what is going on and why the pupils act exactly in such a way as they do actually. The reader may participate in the process of understanding the uncontrollable situation between teacher and pupils. Clos´ way of coming to an understanding of the difficult interaction and how she manages the situation in a good way for the pupils and herself is very different from the way Schwarz does it. In the paper I underline the differences and I will make some thoughts about the meaning of competences of "good" teachers in 2005.
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