Abstrakt: | The work is an attempt to systematise the ideas and opinions on teacher
education to be present in the rich literature of the subject. The analysed
conceptions and models of teacher education were presented in the light of
new challenges towards the teacher and the contemporary school, being a
result of the civilization changes and transformation processes taking part.
On the basis of these considerations an autonomous image, i.e. independent
of ideological-political or socio-economic contexts, of the teacher and his/her
education, was outlined. An euthyphronic (balanced) model of teacher education
was cristallised. Its qualities, such as equality of the thymos (emotionalvoluntarist)
sphere and phronesis (rationalistic) sphere in teacher education
and actions realized by it, an agreement of competences and values, a wide
cognitive and axiological allowing for a multi-dimensional perspective and
valuing the profession of a teacher and his/her work were underlined. At the
same time, the attention was paid to dangers deriving from a split or unequal
treatment of the thymic and phronic sphere in teacher education practice.
Much of the onus falls on the issue of disproportion existing in educational
processes implying, among other things, a dichotomy between theory and
practice, “structural unemployment” or the phenomenon of “professional
disorientation” Basing on the reflection on current sources of crisis in teacher
education: the lack of new education doctrines, chaos within the scope of
already-existing theories, faulty decisions of the education administration, the
suggestions on how to solve the problem were described. A special attention
was given to the ideas of “essentials education”, “dialectic method” and accepting
educational stratification.
The considerations included in the work lead to the hypothesis that the
evolution of the mission of education should always be the “initiative” of the
new order. Thus, the teacher cannot be just the product of the computerised
world of knowledge and its technicised phronic values. |