Session Information
ERG SES C 15, Professional Development in Education
Paper Session
Contribution
The proposal deals with the development of the teaching profession in Austria under the perspective of different professionalisation and deprofessionalisation processes. The author wants to highlight the professional development of teachers in Austria and focuses on the following question: “Which steps of professionalisation or deprofessionalisation will be visible by analysing various historical source documents (e.g. texts of a law, policy documents etc.)?”
The main thesis is that a first step of professionalisation appears in the 18th Century. By implementing mandatory primary education and creating special schools for future teachers, it was the Empress Maria Theresa who introduced in 1774 a new profession in Austria: the teaching profession.
Against this background the author intends to discuss the historical roots of professionalism or its failure to fully develop on the basis of the Austrian example and tries to shed light on the social and cultural environments which contribute to support or hamper professional development.
The above mentioned historical-pedagogical approach contributes to understanding the teachers and their role inside the Austrian school system today and to the current debate which supports the planned reorganisation and transformation of teacher education in 2015 and their backgrounds.
Method
Expected Outcomes
References
Buchberger, Friedrich/Seel, Helmut (1999): Teacher Education in Austria: Description, Analysis and Perspectives. In: TNTEE Publications Vol. 2, Nr. 2, pp.11-41. Combe, Arno/Helsper, Werner (1996) (ed.): Pädagogische Professionalität. Untersuchungen zum Typus pädagogischen Handelns. Frankfurt am Main: Suhrkamp. Engelbrecht, Helmut (1982-95): Geschichte des österreichischen Bildungswesens, 5 Bände. Wien: öbv. Enzelberger, Sabina (2001): Sozialgeschichte des Lehrerberufs. Gesellschaftliche Stellung und Professionalisierung von Lehrerinnen und Lehrern von den Anfängen bis zur Gegenwart. Weinheim-München: Juventa. Gassner, Othmar/Schratz, Michael (2002): Graduate and Postgraduate Studies and Research in Austrian Teacher Education. In: Erixon, Per-Olof/Franberg Gun-Marie et al. (ed.): The Role of Graduate and Postgraduate Studies and Research in Teacher Educatoin Reform Policies in the European Union. Umeå: Umeå University, pp. 63-80. Leitner, Daniela (in press): Kein Paradigmenwechsel in Sicht – Zur Professionalisierungsgeschichte des Lehrerberufs in Österreich. Schratz, Michael/Paseka, Angelika/Schrittesser, Ilse (2011) (ed.): Pädagogische Professionalität: querdenken – umdenken – neudenken. Impulse für next practice im Lehrerberuf. Wien: wuvfacultas. Zlatkin-Troitschanskaia, Olga/Beck, Klaus et al. (2009) (ed.): Lehrprofessionalität. Bedinungen, Genese, Wirkungen und ihre Messung, Weinheim-Basel: Beltz.
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