Session Information
17 SES 05.5 PS, General Poster Session
General Poster Session
Contribution
The objective of the paper is to give an overview about international dimension in the content of teacher education in Estonian Republic (1918-40). The paper attempts to elucidate the development of teacher education in a broad context by analyzing the possible foreign influences upon it. It provides an overview of how a teacher education programs of high academic standards were created in conditions of financial and human resource scarcity and how the programs maintained a dialogue with the best of progressive pedagogical thought. The development of educational sciences in the early 20th century determined the frontiers and limitations of the landscape of pedagogical knowledge – its canon, methods and practice of teaching. The development of pedagogical research provided an impetus to create new institutional formats and determined pedagogy’s field of study. Thus the early decades of the 20th century are characterized by the creation of independent chairs of pedagogy either as emanating from the theology or philosophy chairs or as new formations (as in Tartu in 1920). Germany still remained the main catalyst in the development of pedagogy in the early 20th century, whose patterns many of the other European countries (including the border states), followed and duplicated. For Estonia, a German orientation was a natural choice because of its earlier history and contacts and because of the familiarity with the German language. The earlier theoretical orientation, where the emphasis was focused on educational aims and learning about the past, began to recede during the period under study. In light of the new sub-disciplines (didactics, pedagogical psychology), pedagogy acquired more and more the attributes of an applied science. Professors of pedagogy became responsible for ensuring that future teachers studying at the university were adequately prepared for their chosen profession through the objective of the integration of studies to school reality. In this regard, an ideal context was created at the beginning of the 20th century via Germany‘s experimental pedagogy and the concept of integration of academic study with hands on activities and in the United States via the enthusiasm for student intelligence tests and progressive pedagogy. A common practice (earlier only a characteristic of teacher seminars) became the attaching of elementary or secondary schools to universities as training schools or developing other training facilities for student teachers. This created a new professional identity for the university’s pedagogy faculty, whereby the previous model of a professor of theology or philosophy teaching pedagogy as an aside no longer worked.
Method
Expected Outcomes
References
Primary sources: The National Archives of Estonia 2100 – University of Tartu (1918–1940) 1108 – Ministry of Education (1918– 1940) 3242 – Teachers Unions (1917–1940) Literature: Goodlad, John (1999). Educating Teachers: Getting It Right the First Time. The Role of the University in the Preparation of Teachers. Ed. A. R. Roth. London: Falmer Press, pp. 2–12. Kansanen, Pertti (1990). Education as a Discipline in Finland. Scandinavian Journal of Educational Research, 34 (4), pp. 272–284. Käis, Johannes (1930). Algkooliõpetajate ettevalmistuse pedagoogilised ja sotsiaalsed alused. Kasvatus, No. 5, pp. 228–237. (In Estonian). Labaree, David F. (2006). The Lowly Status of Education Schools. Teacher Education. Major Themes in Education III. Eds. D. Hartley; M. Whitehead. Routledge, pp. 445–471. Mandel, Hans Heinrich (1989). Geschichte der Gymnasiallehrerbildung in Preussen-Deutschland 1787–1987. Historische und Pädagogische Studien. Band 14. Berlin: Colloquium Verlag. Monroe, Walter S. (1952). Teaching Learning Theory and Teacher Education 1890–1950. Urbana: University of Illinois Press. Põld, Peeter (1927). Keskkooliõpetajate ettevalmistamine ja edasiharimine. Kasvatus, No. 9, pp. 419–420. (In Estonian). Sirk, Väino (2001). Õpetajate seminar 1920.–1930. aastatel – haridusprobleem Eestis ja mujalgi. Tuna. Ajalookultuuri ajakiri, No. 3, pp. 37–47. (In Estonian).
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