History of teacher education

The paper traces a profound process of educational reform and simultaneous processes of social mobilization, catalyzed by the nitrate era. It follows a group of teachers and officers -who are understood as "transitional personalities" (Lerner)- who conducted a nationalist literary work of social protest and awareness. Formed in scientific rationality and humanistic values they would be part of a "coalition of discourse" (Hajer) in denouncing the crisis of the prevailing political-economic system, and demanding a process of national self-determination through industrialization.

The institution of education is ancient and a deep  understanding of  the development of an educational system demands a study  from the beginning... (educational system in ancient Athens and Sparta, educational system in 1830 - the new established state, 1880 - the first educational reform, "the Language issue", the "Educational Group", reforms from 1910 to 1929, the reforms in 1964 and 1976, the educational reforms in 1981 and 1985, the structure of the Modern Greek Educational system, teaching and learning styles - teacher and learner roles in Modern Greek Educational System)

This article examines NCATE requirements for field experiences in the context of research related to teaching, learning, and teacher education. According to NCATE, field experiences , sometimes referred to as practicum experiences, usually occur while students are taking teacher education coursework.  These occur before clinical practice, which is the final classroom experience that occurs just prior to licensure (student teaching or an internship). Field experiences provide a contextual framework to enhance the understanding of skills and concepts learned in education methods courses.  According to NCATE standards field experiences “may” occur in off-campus settings.  Some types of field experiences such as micro-teaching, videotape analysis, case studies, computer simulations, and the use of video technology can take place in on-campus settings.  While these should not be used to replace in-school field experiences they can enhance or extend them.

«Французский и другие языки в образовании в России 18 века»

Статья исследует процесс изучения французского и других живых языков в частном и государственном образовании в России в 18 веке. Основные задачи этого исследования – понять, какие слои российского общества имели возможность изучать французкий и другие иностранные языки, в каких целях они это делали, кто их учил и какого уровня в освоении языков они смогли достичь в процессе обучения.

Среди крупных учебных заведений, на примере которых изучается этот вопрос, – Сухопутный шляхетный кадетский корпус, Морской кадетский корпус, Московский университет и Смольный институт. В ряде случаев (Сухопутный шляхетный кадетский корпус, Морской кадетский корпус) широко привлекаются архивные материалы, которые позволяют понять, какая часть учеников этих заведений изучала французский по сравнению с немецким языком – главным конкурентом французского в России на протяжении всего 18 века, как это соотношение менялось во времени, как методики, применявшиеся в этих учебных заведениях, повлияли на изучение иностранных языков кадетами. Исследование частного образования позволяет увидеть существенные отличия между частным и государственным секторами, несмотря на то, что преподаватели в обоих случаях были, как правило, иностранного происхождения. Анализ социального состава изучавших языки в частном секторе и в дворянских учебных заведениях дает основания сделать вывод о том, что речь идет о группах, хотя и принадлежавших к дворянскому сословию, но существенно отличавшихся по своему социальному уровню.

В целом публикуемое исследование позволяет, вместо стереотипных и весьма неточных представлений о дворянском франко-русском билингвизме, предложить гораздо более точную модель, учитывающую как многоязыковой характер обучения, так и сложную социальную стратификацию языковых навыков в русском обществе, и, таким образом, более точно оценить степень языковой модернизации российской элиты в 18 веке.

It is significant to present the detailed biographies of the figures having critical roles during the modernization of education in the Ottoman Empire and analyse their contribution to the educational policies and practices of their period with a comprehensive and original approach in terms of appreciating the educational modernization during the Tanzimat Period and evaluating the everlasting outcomes of this process with a developmental and holistic perspective. The aim of this research is to investigate the biography of Ahmed Kemal Pasha, who was a pioneer in the process of modernization of education in the Ottoman Empire, and to examine the educational policies and practices he put forward in his senior education management positions he held at different dates. This study was designed as historical research based on original and primary sources by exploiting a qualitative method. The research data were collected through a document analysis method by referring to different types of data sources especially a great number of archive documents with the seal and signature of Kemal Pasha, which guaranteed data diversity. Kemal Pasha’s different characteristic features were unearthed and his extensive biography was created through the findings based on the content analysis method. At the same time, the educational policies he pioneered were put forward and evaluated in the context of Ottoman educational modernization. As a result, it was concluded that Kemal Pasha was one of the reformists and intellectual educators-bureaucrats of the Tanzimat Era and played a directional, decisive, and pioneering role especially during the process of Ottoman educational modernization. Accordingly, Ahmed Kemal Pasha, an innovative and pragmatist activist, contributed to the development and implementation of sophisticated educational policies during the Tanzimat Era, with both his doctrinaire and practitioner functions.

Cross-national empirical research consistently suggests that, on average, former British colonies are both more democratic and have more stable democratic transitions. I argue that former British colonies are distinct not because Great Britain was a democracy – so were France and Belgium during the late 19th and early 20th century. Nor were the British more altruistic. However, British colonial elites were more divided and thus more constrained. In particular, religious groups were more independent from state control in British colonies than in historically-Catholic colonies (i.e., colonies of France, Belgium, Spain, Portugal, and Italy). Initially the British restricted missions in their colonies, but Evangelical Protestants forced the British to allow religious liberty in 1813. Protestants were not able to win religious liberty in most other European colonizers during the entire period of colonization.
    Protestant missionaries were central to expanding formal education in the colonies because they wanted people to read the Bible in their own language. Governments wanted a small educated elite that they could control. Other religious groups invested in mass vernacular education primarily when competing with Protestants.
    Missionaries also constrained colonial abuses when they were independent from state control (i.e., chose their own leaders and raised their own funds). If colonial exploitation was extreme, it angered indigenous people against the West and made mission work difficult. Thus missionaries had incentive to fight abuses. Other colonial elites had no incentive to expose their abuses, and indigenous people had little power in the colonizing state. This left missionaries in a unique bridging position. Non-state missionaries also fostered institutions outside state control, institutions that nationalist leaders later used to challenge British colonization and birth political parties.
    Statistical analysis confirms the centrality of missions in expanding education and fostering democracy. Controlling for Protestant missions removes the association between democracy and British colonization, other “Protestant” colonization, percent European, percent Muslim, being an island nation, and being a landlocked nation. Other controls (such as current GDP, and current education enrollments) do not remove the strong positive association between Protestant missions and democracy.

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

Dall’ antichità fino al Rinascimento, dal Medioevo al Novecento, le lingue classiche hanno svolto un ruolo formativo nel plasmare anime e menti dei giovani. Nel delineare il contesto culturale nell’ ambito della storia dell’istruzione classica, vengono messe in evidenza le metodologie e le prassi didattiche per il greco antico e il latino impiegate nel corso nei secoli, alla ricerca delle radici lontane del nostro presente ricco di sfide.

El presente estudio histórico investiga la génesis de la formación de docentes secundarios estatales entre 1889 y 1910 en Chile, la cuál está íntimamente ligada a un proceso de transferencia educativa con Alemania propiciado por el Estado. La reconstrucción del Discurso Pedagógico fundacional de docentes secundarios legitimado a través de la creación del Instituto Pedagógico en 1889, permite vincular ambos procesos, pues Discurso Pedagógico implicó la articulación y recontextualización singular de prácticas y corrientes discursivas alemanas, tales como la herbartiana y el modelo de Universidad de Humboldt, que se tradujeron en un modelo original de formación de docentes -una invención-, con énfasis en la formación especializada y disciplinar, centrada en la producción de conocimiento además de su transmisión, así como en el despliegue de prácticas pedagógicas que otorgaría un lugar preponderante a la ciencia. Aquél Discurso Pedagógico, nacido no sin luchas dentro de una hegemonía política y cultural liberal-positivista, formó parte de un proyecto con vistas a la modernidad dentro de una sociedad aún política y económicamente excluyente de las mayorías. Este trabajo histórico, basado primordialmente en la recolección de fuentes secundarias, intenta dar cuenta de un proceso de transferencia educativa a partir de un caso nacional, lo que permite inscribirlo dentro de un prisma comparativo.

U ponedjeljak 5. prosinca u OŠ "dr. Jure Turića" u Gospiću obilježen je vrlo vrijedan jubilej-250 godina osnovnog školstva na području grada Gospića. Tim povodom u holu škole otvorena je izložba "Blago iz školske škrinjice" koju su zajednički priredili Državni arhiv u Gospiću i OŠ "dr. Jure Turića". U sklopu izložbe postavljena je stara učionica iz prve polovice 20. stoljeća sa svim učilima i pomagalima koja su se tada mogla naći pri ruci učitelju kako u obuci tako i u odgoju učenika. Uz pomoć suvremene informatičke tehnologije koju danas škola koristi i u svakodnevnoj nastavi učionica je na čas i oživljena. Profesor Krešimir Matijević održao je vrlo posječeno predavanje "Pregled povijesti osnovnog školstva na području grada Gospića od početaka do Domovinskog rata" u kojem je istaknuo važnost ove ne male obljetnice neprekidnog institucionalnog osnovnog obrazovanja u gradu Gospiću. Dugogodišnji ravnatelj osnovne škole, a danas ravnatelj Gimnazije profesor Milan Štimac u svom predavanju "Osnovna škola u Gospiću u Domovinskom ratu i poraću" istaknuo je svu težinu organiziranja osnovno školske nastave u gradu na samoj liniji bojišnice odavši zasluženo priznanje svim svojim vrijednim kolegama učiteljima koji u tim za Hrvatsku najtežim trenucima nesebično svoje znanje i vrijeme posvećivali svojim učenicima ne rijetko izlažući i vlastiti život. Iako tragovi školstva u Lici i na području grada Gospića postoje još od razvijenog srednjeg vijeka kada je Lika bila jedan od centara pismenosti u Hrvata (tiskara u Kosinju) ipak je sigurno da u to vrijeme nisu postojale javne škole već se je školovalo kod privatnih učitelja, najčešće svećenika u brojnim samostanima. Javne pučke škole na području Like nalazimo dosta kasno. To je bilo područje koje je davalo dobre vojnike, što je bilo najvažnije u vrijeme neprekidnih ratova i čarkanja na granici prema Osmanlijama. Dvorsko vojno vijeće čak 1723. godine zabranjuje osnivanje škola kao novotariju, ali se od te zabrane ubrzo odustalo, pa je godine 1727. osnovana prva javna pučka škola u Lici u tada najvećem krajiškom mjestu-Otočcu. U tu školu nisu išla samo djeca već i odrasli mladići jer je njenih 78 učenika bilo u dobi od 6-20 godina. O didaktičko-metodičkim postupcima gotovo da ne možemo govoriti, osobito u početnoj nastavi. Pisati se učilo potpuno mehanički – prepisivanjem, uz nešto računstva i religije završila bi se početna obuka. Godine 1747. osnivaju se krajiške pukovnije koje nastoje otvarati škole kako bi vojska dobila dobre dočasnike. Učitelji su bili većinom Nijemci.

L'opera, comprese tutte le sue parti, è tutelata dalla legge sui diritti d'autore. Sono vietate e sanzionate (se non espressamente autorizzate) la riproduzione in ogni modo e forma (comprese le fotocopie, la scansione, la memorizzazione elettronica) e la comunicazione (ivi inclusi a titolo esemplificativo ma non esaustivo: la distribuzione, l'adattamento, la traduzione e la rielaborazione, anche a mezzo di canali digitali interattivi e con qualsiasi modalità attualmente nota od in futuro sviluppata). Le fotocopie per uso personale del lettore possono essere effettuate nei limiti del 15% di ciascun volume dietro pagamento alla SIAE del compenso previsto dall'art. 68, commi 4 e 5, della legge 22 aprile 1941 n. 633. Chi fotocopia un libro, chi mette a disposizione i mezzi per fotocopiare, chi comunque favorisce questa pratica commette un furto ed opera ai danni della cultura.

The paper deals with the relation between teacher and student, analyzed by Giovanni Calò in his handbooks of Pedagogy for initial teacher education. In particular, it focusses on some elements of contiguity between L'educazione degli educatori (1914) and Corso di pedagogia (1946)(1947)(1948), even though they were written in two different historical periods. This contiguity is strictly connected to a realistic perspective on education, far from Gentile's theories in the early Twentieth Century and close to Catholic Pedagogy after World War II. Calò developed his educational thought from three concepts: the dualism between teacher and student; the heteronomy in educational processes; the refusal of self-education.

(extrait de l'article) Les premiers huguenots venus en Russie ne sont pas des éducateurs ; il faut attendre la fondation de l’Académie de Saint-Pétersbourg en 1725 pour voir apparaître des enseignants huguenots dans les établissements éducatifs russes. Leur venue est probablement le fait des relations établies entre l’Académie de Saint-Pétersbourg et le cercle savant des huguenots de Berlin réunis autour de la Société Anonyme et autour du grand périodique des Lumières, La Bibliothèque Germanique. Leurs compétences sont d’autant plus appréciées que plusieurs des premiers étudiants de l’école dont se dote l’Académie des sciences de Saint-Pétersbourg, sont issus des familles allemandes établies en Russie. L’enseignement se fait donc en allemand et en français, les deux langues que les huguenots maîtrisent bien. Au milieu du siècle et jusqu’au règne de Catherine II les huguenots sont encore présents, quoiqu’en petit nombre, dans l’éducation en Russie, notamment dans l’éducation privée.

Resumo: A história do século XIX revela muitas faces da educação brasileira. No que concerne à educação paulista, é possível encontrar na sociedade lutas e resistências em relação à educação feminina. Paralelo a essas lutas e resistências é possível localizar nomes de mulheres que mudaram a história. Zalina Rolim foi uma mulher notável e em seu tempo adentrou espaços que pertenciam ao masculino, como a poesia e a educação. Escreveu poesias e mesmo sem formação para o magistério foi requisitada para fazer parte do grupo que deveria organizar o primeiro Jardim da Infância público do Estado de São Paulo. Zalina traduziu obras do pedagogo Fröebel, e musicalizou os cantos, hinos e marchas traduzidas para uso no Jardim da Infância, sem que os mesmos parecessem chochos ou inglesados, como descrito por Horace Lane. Também foi indicada para o cargo de inspetora do mesmo Jardim da Infância e para o cargo de professora de linguagem. A poetisa ajudou a construir a história da educação paulista, e seu nome tem sido lembrado quando se fala sobre o primeiro Jardim da Infância. O estudo das obras literárias e pedagógicas de Zalina Rolim tem como referencial teórico-metodológico a História Cultural como proposto por Chartier (1998) no estudo da produção, adoção e circulação do objeto cultural. Os trabalhos de Sirinelli (2003) auxiliam na compreensão da necessidade de localizar uma rede de sociabilidade ao estudar um intelectual. Por fim, os estudos de Bourdieu (2011) auxiliam na percepção do campo intelectual. O período histórico em que Zalina Rolim atua dentro da educação paulista situa-se entre 1893 e 1900, porém, além do tempo em que atua junto ao Jardim da Infância anexo à Escola normal da Praça, é preciso ampliar o período de estudo para obter uma melhor compreensão do que ocorria na sociedade e na educação paulista, principalmente no que diz respeito às questões de gênero. Dessa forma, narrar a vida profissional de uma educadora e poetisa do século XIX, terá mais sentido se houver uma completa compreensão do que era ser mulher letrada nesse século. Como fontes principais existem duas obras que direcionam a pesquisa para uma melhor compreensão da vida de Zalina Rolim; Dantas (1983) e Piza (2008), ambas são fontes biográficas. As fontes históricas se concentram nos trabalhos de Costa (2010) e Freyre (2008). A historiografia da educação contêm os estudos de Bernardes (1988), Haidar (1972), e

In an important article reflecting on the history of education in Europe, Dominique Julia argued that "one of the most promising areas of research is certainly the culture of the school". In a broad sense, the culture of the school means a set of rules that define the sanctioned knowledge and behaviour, but also a set of practices including, ways of acting, thinking and working. As many scholars point out, the invention of childhood in the eighteenth and nineteenth centuries relates to the rise of formal schooling and the standardized procedures to educate pupils. The concept of school culture is also indicative of the close relationship between what happens outside the classroom and the lessons taught in the school. Thus we can consider the interconnections between school and society: the educational content transmitted to pupils and the learning of social attitudes from the school as well as those which derive from the wider society. A crucial element of a schooled society is time, considered in a wide perspective (duration of school, organization of school time, establishment of timetables).
My paper is focused on changes in school time in the Italian primary school from the 60s -70s of the XX century. A profound social and economic transformation modified Italy after the second war world as the country abandoned its traditional rural character and achieved a new industrial profile. This process, full of contradictions, influenced the institutional approach to elementary education as  the commitment to schooling for all emerged. 
The aim of my paper is to raise questions about how this rapidly changing society transformed the school system in Italy in the 70s. I decided to adopt a particular point of view focusing on the use of time. In fact, not by chance, on 24th September 1971 the law n. 820 recognized integrated activities (attività integrative) in the primary school. The act officially stated what local authorities, teachers, parents, had experimented with for many years. By extending the hours of attendance, schools aimed to help pupils face both a new complex culture (new subjects, forms of expression, languages) and the changing needs of families.
“Tempo pieno”  was not meant to be simply a change in the curriculum, but was conceived as a part of a wide programme of social reform that involved a conception of school as a part of welfare policy. In the extended hours, teachers promoted a new idea of leisure, they tried to cope with social inequality; they suggested new ways to integrate ‘handicapped’ students.
Full time schools lasted from 1971 to 1985, when a new reform partially transposed that framework. But the political change of the 90s and the concerns about costs weakened many of the pedagogical results.
In conclusion, I underline that the correlation between the new idea of full-time schooling  and ideology had become so strong that helped to explain the rise but also the downfall of that experimental model of teaching.
My paper is based upon different kinds of sources: books, theoretical essays and speeches produced and disseminated in professional journals by educators and experts; articles in the daily press that allow us to understand the impact that “tempo pieno” produced in public opinion; law and Ministerial circulars (letters);  memoirs of teachers, school administrators, parents and  students.
References
Cunningham, Peter. Politics and the Primary Teacher. Taylor & Francis Group, 2012.
Damiano, Elio. Adro tempo pieno. La scuola, 1975.
———. , ed. Idee di scuola a confronto: contributo alla storia del riformismo scolastico in Italia. Armando Editore, 2003.
Julia, Dominique. “Riflessioni sulla recente storiografia dell’educazione in Europa: per una storia comparata delle culture scolastiche.” Annali di Storia dell’Educazione e delle Istituzioni Scolastiche 3 (1996): 119–47.
Lawn, Martin, and Len Barton. Rethinking Curriculum Studies (RLE Edu B). Routledge, 2012.
Lowe, Roy. The Death of Progessive Education: How Teachers Lost Control of the Classroom. Routledge, 2007.
Milani, Lorenzo, and Scuola di Barbiana. Lettera a una professoressa. Libreria Editrice Fiorentina, 1967.
Walton, Jack, ed. The Integrated Day in Theory and Practice. Ward Lock Educational, 1971.

A popularização das tecnologias digitais de informação e comunicação (TDIC)
permitiu uma grande conexão da sociedade, através das redes de internet,
possibilitando a consolidação da Cibercultura, fenômeno diagnosticado por alguns
autores no início dos anos 1990. Essas mudanças expandiram o leque de linguagens
disponíveis à comunicação humana, provocando uma ruptura no predomínio da
linguagem escrita alfabética como único meio à construção e transmissão de
conhecimento. Nesse contexto, a educação possui desafios relacionados à adoção
das TDICs, principalmente no âmbito da avaliação de aprendizagem. Por sua vez, a
disciplina de História normalmente não é pensada/planejada com dinâmicas
envolvendo artefatos tecnológicos, sendo tradicionalmente uma área em que a leitura
e produção textual predominam nas práticas de ensino, aprendizagem e avaliação.
Assim, tratando de contribuir para inserção de TDIC na disciplina de História,
propusemos uma dinâmica avaliativa baseada na produção de narrativas digitais em
podcast. A questão do estudo se refere a como a produção de narrativas digitais na
mídia podcast pode favorecer uma dinâmica avaliativa em uma disciplina de História
no ensino superior? Para alcançar as respostas pretendidas, utilizaremos uma
abordagem qualitativa, de estudo de caso descritivo, balizando uma intervenção
realizada em uma disciplina de “História da Educação no Brasil”, ministrada numa
turma de Pedagogia, da UFPE. Nessa disciplina, as narrativas digitais foram inseridas
como instrumento avaliativo e, aos estudantes foi ofertada uma oficina sobre produção
dessas narrativas em forma de podcast. A partir dessa intervenção, objetivamos
analisar como a produção de narrativas digitais na mídia podcast pode favorecer uma
dinâmica avaliativa em uma disciplina de História, no ensino superior. Os autores que
fundamentaram nosso estudo foram Amante, Oliveira e Pereira (2017), para o modelo
PrACT de avaliação; Lambert (2013) e Paul (2014) para as narrativas digitais; e
Carvalho, Aguiar e Maciel (2009) para os podcasts. Ao fim da pesquisa, pudemos
constatar que a produção de narrativas digitais na mídia podcast favorece
positivamente o desenvolvimento de uma dinâmica avaliativa em História, atendendo
às dimensões do modelo PrACT, e possibilitando aos estudantes a construção de uma
representação narrativa acerca do contexto histórico abordado em aula, além de favorecer o desenvolvimento da competência da narratividade digital.

Der Band »Landesgeschichte an der Schule« dokumentiert die Ergebnisse einer Tagung, die vom 1. bis 2. Dezember 2016 in Kiel stattfand. Der gemeinsame Tenor der 13 Beiträge lautet, die Erkenntnispotentiale der Landes- und Regionalgeschichte sowie die darin enthaltenden fachdidaktischen Kategorien der Exemplarität, des Lebensweltbezuges und der Subjektorientierung nicht zu unterschätzen und zugleich einen differenzierten Blick auf den gegenwärtigen Geschichtsunterricht vorzunehmen. In ihrer komplementären Ausrichtung verdeutlichen die Aufsätze, dass der Dialog zwischen Fachwissenschaft und Fachdidaktik auf der einen und den schulischen Lehrkräften auf der anderen Seite zu ertragreichen Ergebnissen führen kann. Der zweite Band der Reihe »Landesgeschichte« nimmt somit eine wichtige Standortbestimmung der modernen Landesgeschichte im Schulunterricht des 21. Jahrhunderts vor.

While science museum programs for classroom teachers are commonplace, they are surprisingly underrepresented in historical research literature. As a result, little is known about how we have come to the widespread assumption that science museum educators hold instructional expertise - which I describe as "pedagogical authority" - relative to classroom teachers. This paper illustrates how professional educators in early twentieth century science museums constructed pedagogical authority, using the example of Grace Fisher Ramsey’s teacher education programs at the American Museum of Natural History in the 1930s. I argue that Ramsey made three conceptual contributions that helped construct pedagogical authority: requiring museum educators to have pedagogical training; articulating how museum learning experiences improve classroom teaching; and promoting partnerships between museums and teacher education programs. This work contributes to historical scholarship in science education, museums, and teacher training.

The book is a critical edition of a methodological manual for teachers of grammar classes in Jesuit colleges of the Polish-Lithuanian Commonwealth. Copies of Sczaniecki's original work, published in 1715, were almost completely read and are nowadays one of the great bibliographic rarities. The manual, which was a kind of handbook for teachers, allows contemporary readers to learn about the internal functioning of the Jesuit school in the 18th century, the requirements for students, educational and didactic difficulties. The publication contains the Latin text of the manual, its translation into Polish, as well as a biography of Stefan Sczaniecki and a presentation of Jesuit education in Poland at the beginning of the 18th century.

This call for papers is part of the research activities envisaged for the project of significant national interest entitled School Memories between Social Perception and Collective Representation (Italy, 1861-2001). The intention is to continue the line of research inaugurated by the international symposium on School Memories. New Trends in Historical Research into Education: Heuristic Perspectives and Methodological Issues, which took place in Seville in 2015.
The research project focuses on forms of school memory, understood as the individual, collective and public practice of remembering a common school past (Yanes-Cabrera et al., 2017). Individual school memory consists of self-representation supplied by former teachers, members of the school administration, and pupils through oral and written testimonies (e.g., diaries, autobiographies and memoirs in general). Ego-documents have also been widely used as historical sources in the field of historical-educational research (Viñao Frago, 2005) to reconstruct the history of schooling using the lived experiences of its protagonists rather than legislative and institutional sources, in an attempt to open what has been defined as the “black box of schooling” (Julia, 1995).
Collective school memory, on the other hand, is composed of the many ways in which the culture industry (literature, cinema, music, etc.) and the world of information represent school time, teachers and pupils, and it is subject to appreciable transformations. These representations of school past become layered from generation to generation, partly superimposing themselves on personal memories, corrupting factual reality and consolidating themselves into stereotyped narrations. They may also alter our awareness of the past, which is thus transformed into a real space in our imagination that cannot be separated from scientifically-based historical reconstructions (Alfieri, 2019).
Finally, public school memory consists of how schools and teachers are represented in official contexts and public commemorations promoted by local and national institutions based on a precise policy of memory, or public use of the past aimed at gaining consensus and reinforcing the feeling of belonging to a specific community (Yanes-Cabrera et al., 2017). Unlike individual school memory, collective memory and public memory have barely been touched on in historical-education research as they have not been considered a subject of historiographic importance for some time.
In recent years, however, school memory – in its various meanings – has been included in international historiographic thought and has become the subject of studies of notable interest in the field of the history of education both in Latin-American countries and in the Anglo-Saxon world. The study of memory allows us to define how the present looks at the past and interprets or reinterprets it. In this sense, school memory does not interest us merely as a channel to access the schools of the past, but as a key to understanding what we know today or believe we know about schools of the past and how far what we know corresponds to reality, or whether our understanding is merely the result of prejudices and stereotypes that have become ingrained in the common sentiment, and difficult to uproot. The subject of this historical research therefore, does not consist simply of exploring school environments as they once were but consists instead of exploring the complex process of defining the sentiment that has developed over time regarding schools at an individual and collective level, based initially on lived school experiences, followed by other social and cultural agents which have contributed in part to redetermine it.
This new research perspective allows us to address an aspect whose historical dimension has up to now escaped the attention of experts in the field: the evolution of the perceived social status of the various professional profiles involved in the processes of schooling and the public status of education within a community, as well as the public image of schools and the national school system. Studying the methods of collective symbolic representation of schools and teaching over time will help to define the origin of certain burdens that continue to weigh on the public image of schools, as well as making us aware of the overall cultural dimension of these historical phenomena. In addition, studies will restore awareness to all actors in public education of themselves and their roles.
There is no unique, unequivocal school past. There are many of them, which often coexist and alternate with one another. They may conform more or less to historical reality, but they are nevertheless real and influence the views individuals or communities have of that past. This international conference aims to discover these school pasts.

Cet article examine l’histoire enseignée dans les écoles soudanaises durant les trois premiers quarts du XXe siècle. Englobant les ères coloniale et postcoloniale, l’analyse scrute l’évolution d’un certain nombre de variables (le statut de l’histoire comme matière scolaire, la formation des enseignants, les supports d’enseignement et d’apprentissage, les approches didactiques) pour identifier des continuités et des ruptures dans l’histoire scolaire soudanaise. L’appréhension de cet objet restreint sur le temps long permet de renouveler la périodisation classique, à dominante politique, du Soudan contemporain. L’étude montre en particulier qu’une rupture didactique majeure était à l’œuvre dans la décennie qui précéda l’indépendance du pays en 1956. La décolonisation politique n’induisit aucune transformation substantielle des textes et des pratiques, ce au moins jusqu’aux années 1970. Les manuels d’histoire de l’époque coloniale tardive (élaborés entre 1944 et 1956) bénéficièrent bien plutôt d’une étonnante longévité, dont l’article s’attache à élucider les raisons matérielles, financières et idéologiques.

Rudolf Steiner presented the Ilkley Conference on Waldorf Education at Ilkley from the 4th-18th August, 1923. He promised his audience: “I shall try to show what Anthroposophy has to say on the subject of education and describe the attempt already made in the Waldorf School at Stuttgart to apply the educational principles arising out of Anthroposophy”. In the first of thirteen lectures, Rudolf Steiner told his audience: “We have gathered together in a beautiful spot in the North of England … You have given up your summer recreation … I cannot adequately express my gratitude for the fact that you have dedicated your holidays to the study of ideas for the good of the future”. The aspiration of the Ilkley Conference was that: “as a result of the conference it is hoped to start in this country a school on the lines of the Waldorf School”. One report stated boldly: “a day school on the lines of the Waldorf School is to be founded in England next year”. Michael Hall School, now at Forest Row, (originally The New School), was founded in 1925.

Chapitre 7 de la thèse de doctorat de Bruno Restif, soutenue en décembre 2004 à l'Université Rennes 2 Haute-Bretagne sous la direction d'Alain Croix : La Paroisse, cadre d'application de la Réforme catholique en Haute-Bretagne (diocèses de Rennes, Dol et Saint-Malo). Histoire d'un processus de transformation religieuse et culturelle (XVIe et XVIIe siècles). Titre du chapitre 7 : Transformation des pratiques et conversions intérieures. Intériorisation, souci de perfectionnement et usages de l'image-objet.

Il volume ricostruisce la genesi dei musei scolastici nella città di Bologna dopo l'Unità e si sofferma in particolare sulla storia del  Museo didattico 'Luigi Bombicci' sorto nel 1883 a Bologna per la didattica delle scienze, esplorando la sua organizzazione nel quadro del positivismo didattico del secondo Ottocento.

This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.

Viața elvețianului Léopold Bachelin (1857-1930) a fost bogată în realizări culturale, dar astăzi ele se află într-o nemeritată uitare. Existența omului atât de stimat în mediile culturale ale timpului său și prețuit de însăși Familia Regală, nu se bucură de niciun studiu temeinic, fiind evocată fugitiv doar în câteva medalioane biografice 1 . Pentru Școala Superioară Comercială "Nicolae Kretzulescu" din București, personalitatea lui Léo Bachelin are o semnificație aparte, pentru că el a lucrat în această instituție ca profesor de limba franceză, pe parcursul unui sfert de secol .

This article recovers a 1972 essay from James Moffett entitled ‘Who
Counts?’ that the National Council of Teachers of English commissioned
at the onset of US standards and accountability reforms. The essay
historicises NCTE’s positions on teacher accountability by comparing
its recent positions on teacher evaluation and the Common Core
Standards with Moffett’s opposition to behavioural measurement
and business-federal collusion in education reform. These historical
juxtapositions highlight how NCTE’s recent policy agenda has
reconfigured ‘who counts’ in US English education: its positions now
hedge NCTE’s longstanding critiques of behavioural measurement
in English, mix quality assurance with professional development,
and adopt the educational priorities of federal grants, corporate
philanthropy and private sector partners. The article de-naturalises
NCTE’s political realignment and considers how Moffett’s prescient
critiques of ‘who counts’ in English education might inform individuals’
and organisations’ positions on standards and accountability reforms.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

Antes de iniciar una disertación sobre la historia de la educación peruana, resulta un tanto arbitrario empezar este trabajo desde 1821. Pero es la fecha de nuestra Independencia y ese es un acontecimiento, contradictorio tal vez, pero innegable. Quizá resulte de mejor valía señalar la orientación de la enseñanza virreinal desde fines del s. XVIII, específicamente cuando se empiezan a sentir las consecuencias de las Reformas Borbónicas en Perú, énfasis nuestro en el ámbito pedagógico; para ello indicaremos dos vertientes que, a nuestro parecer, reflejan los pensamientos guías en torno a esta temática. Por un lado la orientación de José Matos Mar -y con él toda una visión política y social del Perú -que nos señala:

This paper summarizes the most recent studies on primary school teachers' associative phenomenon in Italy between Unification and late Ninteenth century. The aim of this paper is to trace the evolution of associations and the transition from mainly local, mutual modes of social organization to more professional and nationally organized groups. This process started at the end of the forties of the nineteenth century in the State of Piedmont, thanks to the activism of inspectors, teachers or liberal politicians which believed in the value of education to develop better economic, social and political overview. In this period association members undertook higher professional qualification in order to increase primary and popular education. They promoted kindergartens, evening classes and Sunday schools, male and female elementary schools; and they also drew up plans to build new 'normal' schools and new forms of mutual aid. After the birth of the Italian State, teachers' associations multiplied, especially in urban centers such as Milan, Naples, Rome, Florence, Genoa etc. However, only since the eighties of the nineteenth century early experiences with national traits began. In particular, we will take into account some of the most significant examples of primary school teachers' associations of the 19 th centuries such as the Associazione Nazionale fra gli insegnanti elementari d'Italia born in 1880. EET/TEE * Legend of abbreviations: ASC = Archivio Storico Capitolino (Historical Archive of Rome); ACS = Archivio Centrale dello Stato; MPI = Ministero della Pubblica Istruzione; DGIPP = Direzione Generale Istruzione Primaria e Popolare; b. = busta, f = fascicolo. DBE = Dizionario Biografico dell

Latin Epigraphy has bequeathed to us the memory of twelve teachers and a group of ludi magistri in
Roman Spain. The various texts, most of them of funeral nature and from urban context, inform us about
the functions that these professionals carried out in Roman Spanish society, as well as the social and juridical
circumstance which they lived. The most valuable piece in this sense is the inscription dedicated
to a grammarian from ancient Tritium Magallum called L. Memmius Probus, thanks to which we know
today the specific circumstances in which this professional worked.

Für die Zeit am Ende des Ancien Regimes gilt es als ausgemacht, dass die Schulorganisation schlecht war und die Lehrer am Existenzminimum lebten. Die Besoldung wird meist als ungenügend eingestuft (Hunziker 1881) und die Lehrperson als sozial schwach gestellte Person dargestellt, da das Einkommen im Allgemeinen unter dem Existenzminimum gelegen habe (Schmidt 2005). Oftmals wird in der Literatur auch der kausale Zusammenhang von kärglicher Besoldung und geringem Ansehen des Lehrers betont (vgl. Kliebard 2004; Enzelberger 2001; Landolt 1973; Klinke 1907; Petersen 1800). Darüber hinaus wird generell die öffentliche Schule und mit ihr der Schulunterricht des gewöhnlichen Volkes als vernachlässigt wiedergegeben, weshalb er besonderer Aufmerksamkeit bedurft habe (Strickler 1886-1911). Im Folgenden soll auf der Grundlage einer Analyse der Stapfer-Enquête und weiteren Quellen gezeigt werden, dass diese generalisierende These nicht verteidigt werden kann.