Специфіка здобуття кваліфікації вчителя випускниками університетів Австрійської (Австро-Угорської) монархії на прикладі Львівського університету

Abstract

In European countries during the ХІХ-th century a system of qualification tests for candidates for teaching positions has been formed and evolved. The article deals with a cross section of complex tests for potential future teachers in Austria-Hungary of the beginning of the XX-th century. An example for consideration is the University of Lviv. The documents from archival funds have been processed, researched and summarized. It has been found out that the qualification tests for the university graduates, who wished to devote themselves to the teaching profession were complex. The purpose of the qualification tests was to find out the volume of professional theoretical knowledge and practical pedagogical skills of the candidate. The process of organizing and conducting the tests was handled by a special Examination Committee, consisted of the specialists of the respective subjects. The test set included the examination of mastering university courses, writing and defense of written scientific work, oral professional exams and pedagogical practice. During the study at the university, the student had to take courses in psychology, pedagogy, chosen profession and languages of teaching. After graduation, the student demonstrated the quality of theoretical knowledge gained at the colloquium in front of independent pedagogues. After completing the colloquium, the candidate for a teaching position wrote the scientific project in his specialty during several months. After the project defense came the turn of oral exams. Oral exams were intended to demonstrate proficiency in teaching and learning languages and were presented to profile teachers pedagogues. The final stage of testing for the candidate was the annual pedagogical practice in the city institutions. It took place under the supervision of university professors, school teachers and board members. Upon completion of practice, the examiner demonstrated his skills in open lessons and eventually received a certificate of the teacher of secondary school. The absence of a pedagogical practice teacher within five years after passing the qualification examination led to the necessity of re-passing all stages of professional tests.