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A comparative, historical study of "division of teaching profession" and "institutionalization of pedagogy" in the era of the New Education Movement

新教育运动时期“师范分工”与“教育学制度化”的比较历史研究

基本信息

批准号：
14510295
负责人：
YAMASAKI Yoko
金额：
$ 1.79万
依托单位：
Naruto University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

This collaborative study analyzed four phases of teacher education in Germany, the U.S.A. and the U.K. in the era of the international New Education Movement.The first chapter deals with the debate in the Reichsschulkonferenz (national school conference) (1920) on the reform of the teacher education system in the early 20th century Germany, and tries to find some progressive characteristics in the debate.The second chapter aims to describe the relation between the New Education Movement and the teacher education system for Volksschule in the Weimar Period, focusing on the activities of the faculty of Paedagogische Akademie Altona of which the president was Erich Weniger. He was the first president of German section of the New Education Fellowship.The third chapter explicates Carleton Washburne's thought on teacher education and the formation of Graduate Teachers College of Winnetka in the United States. He was one of the leaders of the Progressive Education Association, and the GTCW, w … More hose curriculum was mainly field work and intern teaching experience, was a means of training teachers for progressive schools.The fourth chapter tries to clarify that the activities and the network of New Ideals in Education paved the way for professionalization of teachers whose code of conduct was the "creativity." Some official documents prove that the nation and the teachers formed different ideas on the public and private nature of education in the process of professionalization of teachers.The records of the National School Conference show that German progressive educators were not so concerned about the conference, while some documents on the Paedagogische Akademie Altona prove that not a few progressive teachers worked there. Graduate Teachers College of Winnetka might be considered an antecedent of professional school of teacher education now being discussed in Japan. In England, professionalization of teacher implied that teacher learned to make curriculum which gave children academic disciple as well as creativity. Less

本合作研究分析了国际新教育运动时代德国、美国和英国教师教育的四个阶段。第一章论述了Reichsschulkonferenz（1920年）德国20世纪初教师教育制度改革的争论，并试图在争论中发现一些进步特征。第二章旨在描述新教育运动与教师之间的关系。魏玛时期国民学校的教育体系，重点关注阿尔托纳教育学院的教师活动，该学院的校长是埃里希·韦尼格。他是新教育奖学金德国分会的首任主席。第三章阐述了卡尔顿·沃什伯恩的教师教育思想和美国温内特卡研究生师范学院的形成。他是进步教育协会的领导人之一，而GTCW的课程主要是实地考察和实习教学经验，是进步学校培训教师的一种手段。第四章试图阐明教育新理想的活动和网络为以“创造力”为行为准则的教师专业化铺平了道路。一些官方文件证明，在教师专业化过程中，国家和教师对教育的公办性质和私立性质形成了不同的认识。全国学校会议的记录表明，德国进步教育家对这次会议并不那么关心，而阿尔托纳教育学院的一些文件证明，在那里工作的进步教师并不多。温内特卡研究生师范学院可能被认为是日本目前正在讨论的教师教育专业学校的前身。在英国，教师的专业化意味着教师学会制定课程，给予孩子们学术训练和创造力。较少的