Keskkooli- ja gümnaasiumiõpetajate ettevalmistus Eesti Vabariigis (1918-1940) õpetajakoolituse ajaloolise kujunemise kontekstis
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2011-11-30
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Abstract
Käesolev väitekiri annab ülevaate keskkooli ja gümnaasiumi õpetajakoolitussüsteemi kujunemisest Tartu Ülikoolis 1918-1940. Uurimistöö eesmärgiks oli välja selgitada, kuidas kujunesid välja keskkooliõpetajate ettevalmistuse korraldus ja õpingute sisu ning millised olid teiste riikide, eelkõige Lääne-Euroopa ja USA haridusuuenduslikud mõjud selles. Uurimisobjektiks allikmaterjalidena olid Eesti arhiividokumendid, haridusseadused, pedagoogiline kirjandus ning -perioodika. Uurimus toetub metodoloogiliselt hermeneutilisele traditsioonile, mis tõdeb, et ajalookirjutamisel kannavad nii allikad ise kui autori “kirjutav mina ” teatud subjektiivsuse pitserit. Uurimismeetodina kasutati töös allikakriitikat ja võrdlevat analüüsi.
Välismõjude hindamiseks TÜ õpetajakoolitusele valmis ülevaade peamistest arengujoontest õpetajakoolituse sisus ja korralduses Eestit enam mõjutanud välisriikides – Saksamaal, Inglismaal, Soomes, USA-s ja Venemaal. Avamaks õpetajakoolitust siseriiklikult suunanud õigusloomet ja selle mõju õpetajate ettevalmistamise erinevate etappide kujunemisele analüüsiti ja loodi tervikpilt keskkooliõpetajate nõudlust, kvalifikatsiooni ja ettevalmistust reguleerivast seadusloomest ja selle arengust. Saadud taustinformatsiooni valguses analüüsiti detailselt õpetajakoolituse traditsioonide kujunemist Tartu Ülikoolis. Põhiliseks analüüsiobjektiks sai keskkooliõpetajate ettevalmistamiseks loodud didaktilis-metoodilise seminari tegevus, selle sisulised ja organisatsioonilised muutused 1920.-1930. aastatel. Kõrvuti õpetajakoolituse kujunemisest ettekujutuse loomisega selgitati välja, milline oli seis ja arengud õpetajakoolitust toetavas pedagoogikateaduses ning pedagoogika õppejõudude, sh professuuri roll valdkondliku staatuse ja identiteedi kujunemisel. Töö annab ettekujutuse käibinud rahvusvahelisest koostööst ja suhtlemiskanalitest ning hindab välismõjude ulatust tollases Eesti õpetajate ettevalmistuses ja pedagoogikateaduses tervikuna. Uurimusest järeldub, et õpetajakoolituse sisu ja korraldus Tartu Ülikoolis olid vaadeldaval perioodil oma arengutaseme ja kvaliteedi poolest hästi kooskõlas kasvatusteaduse arengutega ja orientatsioonidega Lääne referentsriikides. Õpetajakoolituse ajakohasust TÜs toetasid hästi läbi mõeldud õpetajate riiklikud kvalifikatsiooninõuded ja kutseomistamise süsteem. Rahvusvahelisele tasemele pedagoogilises uurimistöös vaadeldava perioodi lõpuks siiski ei jõutud. Takistavaks teguriks sai vähene teadusorganisatsiooniline kaasatus, samuti liigne ettevaatlikkus välismaal kraadiõpingud läbinud vilistlaste rakendamisel õppejõudude ja teaduritena. Uurimusest tehtud järeldused näitavad, et paljud õpetajakoolituses lahendamisel olnud tollased probleemid (teoreetiliste ja praktiliste õpingute seostamine, praktikabaaside loomine, nõuded teadustöödele, välissidemete loomine, kaadripoliitika jne) on taasiseseisvumise järgses Tartu Ülikoolis taas aktuaalsed ning varasema kogemuse tundmine ja mõistmine, loob eeldused nendega hõlpsamini toime tulekuks.
This doctoral dissertation is about the organization of secondary school teacher education at the University of Tartu in the first period of Estonia’s independence (1918-1940). The study investigates the development and content of teacher education and the role played by Western European and North American innovative educational ideas as agents of change. The main research source materials of this study were Estonian archival records, educational legislation, educational literature and periodicals. The study is based on the hermeneutic tradition which admits that in a historiography the archival material used and “the writing me” always bear an impress of subjectivity. For attenuating biases in the interpretation of archival records a source critical approach was employed. To the end of identifying and assessing foreign influences on the emerging system of teacher education, a survey of the main developmental trends of countries (Germany, Great Britain, Finland, USA and Russia) that had a significant impact on Estonian educational thinking was carried out. Educational legislation and its impact on teacher education, viewed as the internal context of the developmental stages in secondary teacher education at the University of Tartu, was identified by analyzing it and creating a holistic picture of the demand for secondary school teachers and regulations pertaining to the qualifications and preparation of teachers and its development. The background information generated was used as a main framework for a detailed analysis of the development of the traditions of teacher education at University of Tartu. The activities of the Didactical-Methodological Seminar, established for the preparation of secondary school teachers, and changes in the content and organization of its activities in 1920s and 1930s served as the main objects of analysis. Along with portraying the developments in teacher education, work also focused on assessing the level of pedagogical research that supported developments in teacher education and the role of the faculty, including how professorships shaped the status and identity of the field. This dissertation details evidence of the existing international cooperation and channels of communications of the faculty, and it estimates the scope of foreign influences on Estonian teacher education and on the educational sciences in their entirety. It was found that the organization and content of teacher education at the University of Tartu, in terms of their levels of development and quality, were well in line with the developmental trends and orientations in the Western reference countries during this period. This harmony was achieved by well-elaborated national qualification requirements and licensing system for teachers, and by balancing national and international orientations when introducing educational innovations. However, the period under investigation was too short-lived for educational research to attain an internationally-accepted level. This was due to limited participation in the activities of professional research organizations and international conferences. One of the retarding factors in the 1930s was also an excessive apprehensiveness towards offering faculty positions to alumni of Tartu University who had completed their doctoral studies abroad. The conclusions of this study show that many of the issues (linking theory with practice, providing teaching practice at schools, quality of scientific research, international connections, faculty policy, and so forth) that teacher educators at the University of Tartu were facing in the 1920s and 1930s became topical again after Estonia regained its national independence in 1991, and that knowledge and understanding of the historical experiences could be helpful in coping with these similar issues today.
This doctoral dissertation is about the organization of secondary school teacher education at the University of Tartu in the first period of Estonia’s independence (1918-1940). The study investigates the development and content of teacher education and the role played by Western European and North American innovative educational ideas as agents of change. The main research source materials of this study were Estonian archival records, educational legislation, educational literature and periodicals. The study is based on the hermeneutic tradition which admits that in a historiography the archival material used and “the writing me” always bear an impress of subjectivity. For attenuating biases in the interpretation of archival records a source critical approach was employed. To the end of identifying and assessing foreign influences on the emerging system of teacher education, a survey of the main developmental trends of countries (Germany, Great Britain, Finland, USA and Russia) that had a significant impact on Estonian educational thinking was carried out. Educational legislation and its impact on teacher education, viewed as the internal context of the developmental stages in secondary teacher education at the University of Tartu, was identified by analyzing it and creating a holistic picture of the demand for secondary school teachers and regulations pertaining to the qualifications and preparation of teachers and its development. The background information generated was used as a main framework for a detailed analysis of the development of the traditions of teacher education at University of Tartu. The activities of the Didactical-Methodological Seminar, established for the preparation of secondary school teachers, and changes in the content and organization of its activities in 1920s and 1930s served as the main objects of analysis. Along with portraying the developments in teacher education, work also focused on assessing the level of pedagogical research that supported developments in teacher education and the role of the faculty, including how professorships shaped the status and identity of the field. This dissertation details evidence of the existing international cooperation and channels of communications of the faculty, and it estimates the scope of foreign influences on Estonian teacher education and on the educational sciences in their entirety. It was found that the organization and content of teacher education at the University of Tartu, in terms of their levels of development and quality, were well in line with the developmental trends and orientations in the Western reference countries during this period. This harmony was achieved by well-elaborated national qualification requirements and licensing system for teachers, and by balancing national and international orientations when introducing educational innovations. However, the period under investigation was too short-lived for educational research to attain an internationally-accepted level. This was due to limited participation in the activities of professional research organizations and international conferences. One of the retarding factors in the 1930s was also an excessive apprehensiveness towards offering faculty positions to alumni of Tartu University who had completed their doctoral studies abroad. The conclusions of this study show that many of the issues (linking theory with practice, providing teaching practice at schools, quality of scientific research, international connections, faculty policy, and so forth) that teacher educators at the University of Tartu were facing in the 1920s and 1930s became topical again after Estonia regained its national independence in 1991, and that knowledge and understanding of the historical experiences could be helpful in coping with these similar issues today.
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Keywords
keskkooliõpetajad, õpetajakoolitus, haridusajalugu, hariduskorraldus, ülikoolid, Tartu, Eesti, 20. saj. I pool, secondary education teachers, teacher training, history of education, educational management, universities