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Učiteljska škola u Zagrebu utemeljena je 1849. godine kao samostalna ustanova s ciljem unaprjeđenja obrazovanja učitelja, a kontinuirano djeluje do 1965. godine. Ovaj rad rezultat je istraživanja o djelovanju škole od njenog utemeljenja do prvih školskih zakona, unutar društvenog i političkog konteksta tog vremena. Osnovana je kao samostalna dvogodišnja institucija za obrazovanje učitelja i odigrala je pionirsku ulogu u razvoju učiteljskog obrazovanja u Hrvatskoj. Djelovanje škole predstavljeno je kroz njezinu ulogu obrazovne institucije, podložna političkim utjecajima kroz izmjene propisa koji uređuju obrazovanje. Također, važna je i njena uloga u širenju suvremenih ideja o obrazovanju, osnivanju prvih učiteljskih udruga i radu na polju stručnog usavršavanja za učitelje. S obzirom na to da se Hrvatska nalazi u sastavu Habsburške Monarhije, razdoblje je obilježeno pokušajima germanizacije od strane Bečkog dvora, a kao odgovor na to javlja se ideja o ujedinjenju hrvatskih teritorija i zajedničkom jeziku, koja se oblikuje u ilirski pokret. Period završava obrazovnim reformama bana Ivana Mažuranića, kojima se značajno mijenja način rada Škole, čime 1874. godina predstavlja početak nove etape u radu ove institucije. The Teachers' School in Zagreb was founded in 1849 as an independent institution with the aim of improving teacher education, and operated continuously until 1965. This paper is the result of research on the operation of the school from its founding to the first school laws, within the social and political context of the time. It was founded as an independent two-year institution for teacher education and played a pioneering role in the development of teacher education in Croatia. The operation of the school is presented through its role as an educational institution and an object of political influences through changes in theeducation governing regulations. The school had also a significant role in spreading modern ideas about education, founding the first teachers' associations and working in the field of professional development for teachers. Given that Croatia is part of the Habsburg Monarchy, the period was marked by attempts at Germanization by the Vienna court, and in response to this came the idea of unifying Croatian territories and a common language, which was formed into the Illyrian movement. The period ends with the educational reforms of Ban Ivan Mažuranić, which significantly changed the way the School worked, which in 1874 marked the beginning of a new stage in the work of this institution. |
