An Outline Of The Development Of A Professional Self of Austrian Teachers In A Historical-pedagogical Way
Author(s):
Daniela Leitner (presenting / submitting)
Conference:
ECER 2014
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES C 15, Professional Development in Education

Paper Session

Time:
2014-09-01
11:00-12:30
Room:
FPCEUP - 2 B
Chair:
Philippe Masson

Contribution

The proposal deals with the development of the teaching profession in Austria under the perspective of different professionalisation and deprofessionalisation processes. The author wants to highlight the professional development of teachers in Austria and focuses on the following question: “Which steps of professionalisation or deprofessionalisation will be visible by analysing various historical source documents (e.g. texts of a law, policy documents etc.)?”

The main thesis is that a first step of professionalisation appears in the 18th Century. By implementing mandatory primary education and creating special schools for future teachers, it was the Empress Maria Theresa who introduced in 1774 a new profession in Austria: the teaching profession.

Against this background the author intends to discuss the historical roots of professionalism or its failure to fully develop on the basis of the Austrian example and tries to shed light on the social and cultural environments which contribute to support or hamper professional development.

The above mentioned historical-pedagogical approach contributes to understanding the teachers and their role inside the Austrian school system today and to the current debate which supports the planned reorganisation and transformation of teacher education in 2015 and their backgrounds.

Method

In terms of methodology the aim is to discuss political developments referring to the governance and regulation of (initial) teacher education in Austria. A particular focus is put on the milestones of professionalisation in the pre-service teacher education on the basis of source documents. An analysis and a presentation of a selection of historical sources (e.g. School Edict for all German Regular, Main and Trivial Schools in all Imperial and Royal Dominions 1774, Imperial law gazette 1849, Imperial Primary Schools Act 1869, School Organization Act 1962, College Act 2005) representing milestones of professionalisation and deprofessionalisation will be at the center of attention.

Expected Outcomes

While grammar school teachers in Austria needed a university degree in order to be allowed to work as teachers since the mid-19th century (1849/1856), the qualification of a bachelor’s degree at the college for teacher education for primary teachers was introduced not before 2007. Considering professionalisation processes as the development of a job profile, teaching IS (instead of seems to be) a profession. So, what are the possible reasons why teachers in Austria until today have difficulties to consider themselves as a profession or at least – if they consider themselves as professionals – why they aren’t accepted as such neither by the public nor by the government. The latest attempts of the Austrian government are likely to bring about a fundamental change in the landscape of Austrian teacher education. However, as the dynamics over the past two hundred years have shown, their success might be at high risk if the traditional structures do not undergo dramatic change

References

Buchberger, Friedrich/Seel, Helmut (1999): Teacher Education in Austria: Description, Analysis and Perspectives. In: TNTEE Publications Vol. 2, Nr. 2, pp.11-41. Combe, Arno/Helsper, Werner (1996) (ed.): Pädagogische Professionalität. Untersuchungen zum Typus pädagogischen Handelns. Frankfurt am Main: Suhrkamp. Engelbrecht, Helmut (1982-95): Geschichte des österreichischen Bildungswesens, 5 Bände. Wien: öbv. Enzelberger, Sabina (2001): Sozialgeschichte des Lehrerberufs. Gesellschaftliche Stellung und Professionalisierung von Lehrerinnen und Lehrern von den Anfängen bis zur Gegenwart. Weinheim-München: Juventa. Gassner, Othmar/Schratz, Michael (2002): Graduate and Postgraduate Studies and Research in Austrian Teacher Education. In: Erixon, Per-Olof/Franberg Gun-Marie et al. (ed.): The Role of Graduate and Postgraduate Studies and Research in Teacher Educatoin Reform Policies in the European Union. Umeå: Umeå University, pp. 63-80. Leitner, Daniela (in press): Kein Paradigmenwechsel in Sicht – Zur Professionalisierungsgeschichte des Lehrerberufs in Österreich. Schratz, Michael/Paseka, Angelika/Schrittesser, Ilse (2011) (ed.): Pädagogische Professionalität: querdenken – umdenken – neudenken. Impulse für next practice im Lehrerberuf. Wien: wuvfacultas. Zlatkin-Troitschanskaia, Olga/Beck, Klaus et al. (2009) (ed.): Lehrprofessionalität. Bedinungen, Genese, Wirkungen und ihre Messung, Weinheim-Basel: Beltz.

Author Information

Daniela Leitner (presenting / submitting)
University of Innsbruck
Department of Teacher Education and School Research
Innsbruck

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