Changes in the polish system of teacher education since 1972     

Mieczyslaw Pecherski 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):407-421

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.  相似文献   

Teacher‐training in People's Poland     

Mieczyslaw Pecherski 《欧洲师范教育杂志》1984,7(3):267-279

The goal of teacher education in Poland is to provide all teachers with initial training at the same (higher education) level, but until this goal is achieved, a variety of institutions and standards will prevail.

Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.

The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.

In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.

Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.

Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences.  相似文献