Reference : Del pasado al futuro: Cambio de agendas en la educación docente entre los siglos XIX y XXI
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/5557
Del pasado al futuro: Cambio de agendas en la educación docente entre los siglos XIX y XXI
Spanish
Rohstock, Anne [> >]
Tröhler, Daniel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
2012
Encounters on Education = Encuentros sobre Educación = Rencontres sur l’Éducation
Queen's University
13
43-70
Yes (verified by ORBilu)
International
1494-4936
Kingston, ON
Canada
[en] Cognitive psychology ; cybernetics ; histories of education ; internationalization ; metacognition ; sacred nation ; teacher education
[en] The educational turn of the late eighteenth century, nation building of the nineteenth century,
and efforts to promote global unity after the two World Wars did not only have effects on educational
organizations, policies, and materials, but also on the manner with which the major
actors in the world of education — namely, teachers — were trained. The different ideals and
agendas in teacher training reflected the major cultural concerns of each era: in the nineteenth
century, this was national uniqueness and supremacy, which, in the post war period, gave
way to internationalization and global standardization. These visions were associated with the
emergence of particular academic subfields and heavily shaped pedagogical ideals. In the era
of nation building, the history of education dominated teacher education. In the context of
the Cold War teacher training was aligned with a new internationalist and scientific paradigm.
The following chapter discusses these two agendas in teacher education. In the first section we
will reconstruct the rise of the history of education as a major subject in nationalist and religiously
inspired teacher education in Germany and France. In the second section we will show
how this leitmotif in the Cold War era was supplanted by a “cognitive turn” in the training of
professional educators.
Researchers ; Students
http://hdl.handle.net/10993/5557

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