Training Of History Teachers Research Articles

Changes in the polish system of teacher education since 1972

Starting from the “Teachers' Rights and Duties Act” of 27th April 1972, a milestone in the thirty years' history of teacher training in the People's Republic of Poland, the paper outlines the differences and problems resulting from the second World War and the subsequent rapid increase in the demand for teachers. This exposition is supplemented by a table showing the number of pupils and students per type of school and university in the periods 1950–51 and 1973–74, and the number of teachers per type of school and university in the same periods. To overcome the difficult situation in teacher training, efforts were made since 1967, especially by the “Educational and Psychological Sciences Committee”, to design and implement a uniform academic education system for teachers at all types of school. The recommendations made in this connection were adopted by the Sejm (the Polish Parliament) in the “Charter of Teachers' Rights and Duties”. At the same time higher rates of pay for all categories of teachers were introduced. The new curricula for the uniform four-year study courses leading to the Master's degree have been applied since the academic year 1973–74. The proportions and contents of the individual study sectors are listed.

The Historian as Teacher Trainer: A Progress Report

During the past three years an experimental program has been underway at the University of Colorado to explore ways to involve historians more directly and effectively in the training of history teachers. A cooperative effort of the Department of History and the Boulder Regional Center of the American Historical Association's History Education Project, it rests upon the assumption that historians have a responsibility for the quality of history teaching in the schools and colleges. Behind that assumption, of course, lies a good deal of recent educational history. Historians in many colleges and universities have been active in recent years in NDEA institutes, new social studies projects, local teacher workshops, and in the History Education Project. While the effort at Colorado is part of a more general concern about the historian's responsibility for the teaching of history, it has been in some respects unique. When a regional team of the A.H.A. History Education Project was organized at the University of Colorado in 1970, its members decided to

The Tasks Facing Historical Scholarship and the Training of History Teachers and Researchers

Comrades I The fact that we historians, who work in various parts of our great country, are meeting here is a result of a decision of the Central Committee of the CPSU and the USSR Council of Ministers. This decision was caused by the concern of the Party and the people for our personnel in the field of history, for their growth as scholars, and for their professional and teaching skills. The USSR Conference of Historians is another evidence of the major significance ascribed by Party and government to the growth of all Soviet science and to its important component — historical scholarship — to problems of Marxist-Leninist synthesis of the path mankind has trod, and to the employment of all branches of knowledge in the great cause of building communism.

The history of teacher training in the south∗

The major intent in the founding of most of the early colleges in America was to make provision for such education as would give suitable training for the ministry. Undoubtedly, this was the most important motive in the case of Harvard, Yale, and Princeton. As a matter of fact, this was professional education in theology. The larger movement for professional education, however, came much later than this, and not much was accomplished in it prior to the Revolution. During the period between 1800 and 1830 there was a very definite agitation for professional schools. This included provision for medicine in Pennsylvania, King's College (now Columbia University), and Harvard. Law schools were established at the University of Maryland in 1812, at Harvard in 1817, at Yale in 1824, and at Virginia in 1826. The first technical school, the Rensselaer Polytechnic Institute, was founded in 1824. Schools of dentistry and pharmacy came along shortly after this period. The Lawrence Scientific School, at Harvard, however, was not organized until 1847; the Sheffield Scientific School, at Yale, was not founded until 1860; and the Massachusetts Institute of Technology, not until 1862. It is well to remember that the scientific study of agriculture did not come about until after the passage of the Morrill Act by Congress in 1862.