scholarly journals The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries

2020 ◽  
pp. 213-219
Author(s):  
Dmitry S. Molokov ◽  
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
19Th Century ◽  
Professional Training ◽  
Low Cost ◽  
Teaching Staff ◽  
Public And Private ◽  
Primary And Secondary Education ◽  
The 19Th Century ◽  
Russian Education

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

scholarly journals Foundation of Voronezh State University

2018 ◽  
Vol 27 (8-9) ◽  
pp. 126-134
Author(s):  
M. D. Karpachev
Keyword(s):  
19Th Century ◽  
Teaching Staff ◽  
State University ◽  
Educational Community ◽  
Random Event ◽  
Regional University ◽  
History Of ◽  
The 19Th Century ◽  
New Location

The article is devoted to the history of foundation of University in Voronezh. The idea of establishing a regional university appeared since the beginning of  the 19th century. This issue had already been discussed by Voronezh  society and the educational community. Nevertheless, the implementation of  this idea became possible only in 1918 when the Russian teaching staff of  former Yuriev (Derpt) University was evacuated from Estonia to Russia. This  relocation was not a random event since Voronezh was an administrative,  economic and cultural centre of Black Earth Region of Russia. In the early  XIX it had been planned that it would be one of the Russian cities where the  universities should be open. In 1879 the newspaper Novoe vremya published the article “Voronezh University” where the author raised the  question of establishing a University. In 1907–1908 the idea was  substantiated by an eminent geographer P. Semenov- Tyan-Shansky. And  only in spring 1918, when Yuriev was occupied by Germans and the  professors of Yuriev University were looking for a new location, the question  was settled at the governmental level. In autumn 1918 the first lecture was  delivered and the history of Voronezh University began.

ing if one remembers that the Industrial Revolution started in France a few decades after England. But several authors [Levy-Leboyer, 1968; Asselain, 1984; and Keyder & O'Brien, 1978] ex­ plain that the French economy always kept up with technological progress in Great-Britain. A massive deceleration in the economy occurred between 1790 and 1810; the French industrial produc­ tion, which was probably equivalent in volume to the English one in 1790, was reduced to a much lower level in 1810. However, a new start occurred after 1810 and the two countries had parallel industrial growths all through the 19th century. Cost accounting systems may have appeared around the turn of and after the 15 th century in Europe [Gamer, 1954]. They actually spread to most firms during the industrial revolution in the 19th century; first in England, then in France, then in the USA, and in Germany. The aim of the present article is to describe the creation and development of such an industrial accounting system at Cie Saint-Gobain. This paper discusses the development of accounting by this very old company (created in 1665) between 1820, when it abandoned single entry bookkeeping, and 1880, when it achieved a full cost system. When examining the archives, this researcher saw no evidence that the textbooks mentioned above were read by anyone at Saint-Gobain. HISTORICAL BACKGROUND OF SAINT-GOBAIN: THE ROYAL MANUFACTURE AND THE PRIVILEGE Instead of continuing to buy glass from Venice, which was too much for the finances of the French kingdom, Colbert encouraged the foundation of a Manufacture Royale des Glaces, established in Rue Reuilly in Paris. The creation and development of the Com­ pany resulted from privileges granted by the monarch to business­ men successively in 1665, 1683, 1688, 1695, 1702, 1757 and 1785. Those privileges made the firm a hybrid one, depending both on public and private laws; on the one hand it had a privilege and on the other hand the legal statutes of a limited Company [Pris, 1973, p. 26]. Having a privilege meant industrial, commercial, fiscal, ad­ ministrative, juridical and financial advantages such as exemption of taxes, free circulation for goods bought and sold, and a prohibi­ tion for anyone to sell the same kind of product. Saint-Gobain was therefore protected from possible rivals and all those years of 194

2014 ◽  
pp. 250-250
Keyword(s):  
19Th Century ◽  
Industrial Revolution ◽  
Historical Background ◽  
Public And Private ◽  
Accounting Systems ◽  
French Economy ◽  
Single Entry ◽  
The Creation ◽  
The One ◽  
The 19Th Century

Formation of the zemstvo’s teaching intelligence in Laishevsky district of Kazan province

2020 ◽  
pp. 7-20
Author(s):  
Elena Mironova
Keyword(s):  
Secondary Education ◽  
Primary Schools ◽  
Professional Training ◽  
Experienced Teachers ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Training And Education ◽  
Social Stratum ◽  
Level Of Education ◽  
Working And Living Conditions

The article is devoted to the formation of the Zemstvo’s pedagogical intelligentsia in Laishevsky district of Kazan province. Based on sources of personal origin and records of County self-government bodies, a comprehensive analysis of the personnel composition of Zemstvo’s primary schools was conducted. The author established the number of teachers, sources of their replenishment, the level of education, and also considered the socioeconomic situation of teachers. The teaching staff included law teachers, secular teachers, and assistants. Some former priests-teachers of Church schools also joined the work of Zemstvo’s educational institutions as experienced teachers. The available materials clearly show the evolution of the educational level of teachers in favor of specialists with secondary education. As a result, thanks to the Zemstvo’s school, a new social stratum of rural intelligentsia formed in the district, including people with secondary education. Measures taken by the Zemstvo’s to improve the working and living conditions of teachers are also shown. The principle of determining the amount of salary based on the number of students contradicted the principle of assigning salaries depending on the professional training and education of the teacher. It is concluded that despite the support of experienced and responsible teachers, the profession of a Zemstvo’s teacher remained unattractive, but at the same time women became teachers, which corresponded to the emancipation movement that was gaining momentum at that time.

scholarly journals Udbredelsen af J.P.E. Hartmanns klavermusik

2015 ◽  
Vol 51 ◽  
Author(s):  
Niels Krabbe
Keyword(s):  
19Th Century ◽  
Piano Music ◽  
Musical Life ◽  
Public And Private ◽  
Piano Works ◽  
The 19Th Century

With the collected edition of J.P.E. Hartmann’s piano music in The Hartmann Edition of Danish Centre for Music Publication at The Royal Library (edited in two volumes in 2012 by the author), the article discusses the role of Hartmann’s piano music in the Danish musical life of the 19th century, included its relation to general trends in piano music of the time outside Denmark. The article focuses on the scope and genres of the composer’s more than 50 piano works including the dissemination of the music in Hartmann’s time, both in the form of published editions and of public and private performances . It is concluded that there is a conspicuous disproportion between the number of published editions (Danish and German) and the lack of fingerprints from the music in the actual music life.

scholarly journals Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

2021 ◽  
Vol 11 (9) ◽  
pp. 542
Author(s):  
Susana Henriques ◽  
Joana Duarte Correia ◽  
Sara Dias-Trindade
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Online Social Networks ◽  
Educational Process ◽  
Added Value ◽  
Online Questionnaire ◽  
Digital Resources ◽  
Face To Face ◽  
Primary And Secondary Education ◽  
Analysis Methodology

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.

scholarly journals Conocimientos en soporte vital básico del profesorado gallego de educación infantil, primaria y secundaria: estudio transversal (Pre-school, primary and secondary education Galician school teachers´ knowledge on basic life support: cross-sectional study)

Retos ◽  
2020 ◽  
pp. 173-179
Author(s):  
Ruben Navarro-Paton ◽  
Miguel Cons-Ferreiro ◽  
Vicente Romo-Pérez
Keyword(s):  
Secondary Education ◽  
Emergency Services ◽  
Basic Life Support ◽  
Life Support ◽  
Demographic Data ◽  
Teaching Staff ◽  
Theoretical Knowledge ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary And Secondary Education

Realizar soporte vital básico (SVB) en el lugar donde se ha producido un accidente es vital, especialmente cuando el tiempo de respuesta de los servicios de emergencia es elevado. El objetivo de nuestro estudio fue evaluar los conocimientos en SVB del profesorado de educación infantil, primaria y secundaria de Galicia (España). Nuestro estudio es un estudio descriptivo transversal, que se realizó mediante un cuestionario dividido en dos partes: datos demográficos y preguntas relacionadas con el conocimiento teórico en SVB. Participaron en el estudio 476 profesores (122 hombres y 354 mujeres, de los cuales, 132 era profesorado de educación infantil, 191 de primaria y 153 de secundaria con edades comprendidas entre 25 y 65 años (M = 44.19, DE= 9.19). Los datos revelan que un 52.1% de los participantes recibió formación en algún momento. Respecto a la RCP en adultos, solamente un 10.1% supo cuál era la relación de ventilación y compresión (CV) correcta; un 5.7% conocía la velocidad de compresión (VC), y un 4.8%, la profundidad (P) para realizar una RCP de calidad. En cuanto a la RCP para niños, solo un 4.8% supo cuál era la CV correcta; un 3.6%, conocía la VC, y un 4.8% la P. Sobre la utilización del DEA, un 3.2% supo cuál era la secuencia adecuada de uso y el 75.4% supo cuál es el teléfono de emergencias. En base a los resultados concluimos que nivel de conocimiento teórico de SVB entre el profesorado en activo de Galicia es deficiente.Abstract. Performing basic life support (BLS) in the place where an accident has occurred is vital, especially when the response time of emergency services is high. The aim of this study was to evaluate the knowledge on BLS of teachers of early childhood, primary and secondary education in Galicia (Spain). Our study is a cross-sectional descriptive study, which was carried out using a questionnaire divided into two parts: demographic data and questions related to theoretical knowledge in BLS. A total of 476 teachers participated in the study (122 men and 354 women). Pre-school teachers accounted for 132 participants, 191 were primary education teachers, and 153 were secondary education teachers, with ages between 25 and 65 years old (M = 44.19, SD = 9.19). The data shows that 52.1% of the participants received training at some point. Regarding CPR in adults, only 10.1% knew what was the correct ventilation and compression ratio (VC); 5.7% knew the speed of compression (SC), and 4.8%, the depth (D) to perform quality CPR. Regarding CPR for children, only 4.8% knew which was the correct VC; 3.6%, knew the SC, and 4.8% the D. About the use of AED, 3.2% of the participants knew what was the correct sequence of use and 75.4% knew which is the emergency telephone number. Based on the results we conclude that the level of theoretical knowledge of SVB among the active teaching staff in Galicia is very poor.

scholarly journals Algunas valoraciones del profesorado respecto a su función tutorial

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 139-160 ◽  
Author(s):  
María González Álvarez
Keyword(s):  
Secondary Education ◽  
Vocational Training ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Basic Component ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Professional Career ◽  
Primary And Secondary Education ◽  
Educación Primaria

La función tutorial se considera en la literatura como un componente básico de la práctica docente y factor de calidad de la enseñanza. Nuestro objetivo en este trabajo es analizar distintos aspectos de la tutoría de los centros de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y FP. Para ello hemos elaborado una prueba que ha sido enviada por correo electrónico a una muestra de tutores y tutoras de todas las comunidades de España y que ha sido cumplimentada por 1350 de ellos. Ante los constantes cambios de la realidad socioeducativa hemos realizado un trabajo exploratorio para obtener información sobre la actual situación de la función tutorial. El análisis de sus respuestas nos indican que, tal como aparece en distintas investigaciones, se sienten satisfechos en su tarea a la vez que consideran que la misma es bastante importante para la educación del alumnado y el funcionamiento del centro. Se sienten razonablemente reconocidos en su función tutorial por parte del profesorado del centro y de las familias, no opinando lo mismo respecto al reconocimiento que les otorgan las administraciones educativas. Entienden que su tarea tutorial debe ser tenida en cuenta en su carrera profesional. Consideran que reciben una adecuada colaboración en sus funciones por parte del profesorado del equipo docente, familias y equipo directivo del centro. Entendemos que las administraciones educativas deberían prestar más apoyo a tutores y tutoras y mejorar su situación profesional y que procede analizar el desarrollo de la acción tutorial en función de los constantes cambios socioeducativos y normativos que se producen. In existing literature the tutorial function is considered as a basic component of the teaching practice and a factor of teaching quality. The goal of our work is to analyze the different aspects of mentoring in Infant, Primary and Secondary Education, Baccalaureate and Vocational Training. In order to achieve this goal, we emailed a test to a sample of mentors in all the autonomous regions of Spain. The test was filled in by 1,350 mentors. Given the constant changes in Spain’s socio educational reality, an exploratory work was carried out to obtain information about the current situation of the mentoring function. The analysis of their answers indicates that, as stated in existing research, they feel satisfied with their task, while they consider the aforementioned function is quite important for the education of pupils and the well-functioning of educational institutions. They feel reasonably recognized in their mentoring function both by teachers and by families. Nevertheless, they do not think the same about the recognition shown by the educational authorities. They understand that their mentoring task should count more towards their professional career. They consider that they receive adequate collaboration from the teaching staff, families and management boards in education centres. We understand that the educational authorities should further support mentors and improve their professional situation. Finally, it seems necessary to analyze the development of tutorial action according to the constant socioeducational and normative changes that occur.

Educating the “Immortal Pupil”: Emerson's Identity Politics and the Question of Freedom in the Age of Reform

Prospects ◽  
1993 ◽  
Vol 18 ◽  
pp. 29-49
Author(s):  
Stephen P. Knadler
Keyword(s):  
Cultural Heritage ◽  
19Th Century ◽  
Identity Politics ◽  
Fundamental Principle ◽  
Social Construct ◽  
Public And Private ◽  
The Public ◽  
Self Reliance ◽  
Social Authority ◽  
The 19Th Century

An Emersonian notion of originality and autonomy has over the last century and a half evolved into an enduring part of our cultural heritage. In a nation fractured by racial or class barriers, this assertive individualism continues for many to hold forth the hope of a fundamental principle overlapping our cultural divisions. Of course, this self-reliance has not gone unquestioned in an age of postmodern skepticism. If once a defiance of history and society seemed the American Adam's heroic gesture, recent critics such as Frank Lentricchia and Donald Pease have pointed out the Emersonian self s inescapable ties to the overdeterminate world of discourse. Not only have recent critics dismissed the plausibility of Emerson's idealism, they have disavowed its ideology of solipsistic independence that repudiates collective life. What I would like to do is to pose the problem of Emersonian individualism differently, to frame the terms of the debate less according to false oppositions between authenticity and culture, self and society, or freedom or fate, than in terms of complex negotiations about social authority undertaken in response to the “age of reform's” blurring of traditional distinctions between the public and private. In the second quarter of the 19th Century, the push toward state-sponsored education, specifically, was refiguring power in terms of socialization. Within his essays, Emerson acknowledges that identity is, and could only be, a social construct. Rather than trying to elude the fate of circumstances, Emerson, it might better be argued, attempts to redefine the nature and limitations of freedom in a world where, as he says in his lecture on “Culture” (March, 1851), “education” has superseded politics.

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