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

合作研究研究阶段德国的教师教育阶段，《国际运动时代》中的美国。 20世纪初德国，并试图在辩论中找到一些渐进的特征。第二章将新的教育运动与沃尔克斯库（Volksschule）的新教育运动和教师教育体系之间的关系瞄准了Paedagogische AkadagiSche Akadagische Akademie Altona ofesident ofesident的关系团契。 WASE行为守则是Thisity。 Akademie的PAEDAGOGISCHESCHE不是少数潮湿的老师。