| Abstrakt: |
Summary A study of the history of teacher training in Germany reveals some fascinating blind spots which have been ignored for decades. Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform. The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states. 1This contribution was the final lecture in the working group meeting of the historical commission on ‘Teacher training caught between the employment crisis and structural reform’ during the 1982 conference of the Deutsche Gesellschaft für Erziehungswissenschaft in Regensburg. This draft contains additional comments from my colleagues, Professor Dr J. Erger, Aachen, Professor Dr H. Scholtz, Berlin, Professor Dr Oelkers, Lüneburg, Professor Dr Sandfuchs, Hildesheim, and from Dr Wynands, Aachen. I offer my hearty thanks for their criticism and corrections. This shows once again that the discussion on teacher training is in full flow and that “interest in teacher training concurrent with a considerable lack of teachers” (Wynands) is on the increase. The theme of this paper was the wish of the historical commission from the author on the occasion of its meeting in the Kloster Loccum in September 1981; the paper is no more than an attempt to make clear the lack of a comprehensive social history of teacher education, to structure the inherent deficits and desiderata and to process these for further research efforts. [ABSTRACT FROM PUBLISHER] |
