Prospects in Education

, Volume 1, Issue 1, pp 18–24 | Cite as

The development of teacher education

  • Jiri Kotásek
Educational Research Problems and Perspectives


Even those who tend to see the present merely as the product of past thought and action are convinced that in the educational process we face new conditions and new tasks, the solutions of which are not mere modifications of traditional approaches. Attempts to identify the new social and educational situation have already had an international, multidisciplinary impact. Out of the great number of concepts, the classification and evaluation of which are a continuing task for the educationalists, the author has chosen two related ideas which have gradually gained acceptance in international pedagogical discussion.


Teacher Education Traditional Approach Related Idea Educational Process Pedagogical Discussion 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    SeeReport of the International Workshop to Prepare an International Conference on The Changing Role of Teachers Required by Educational Innovations. Berlin, 16–19 October 1967, Berlin, 1968, 53 p. Prepared by Peter Muller and David C. Thomas at the Institut für Bildungsforschung, Max-Planck-Gesel-Ischaft.Google Scholar
  2. 2.
    See Jean Piaget,Psychologie et Pédagogie, Paris, Éditions Denoël, 1969, 264 p.; and Robert J. Schaefer,The School as a Center of Inquiry, New York, Harper & Row, 1967, 77 p.Google Scholar
  3. 3.
    See Philip H. Coombs,The World Educational Crisis. A Systems Analysis, New York, Oxford University Press, 1968, 241 p.Google Scholar
  4. 4.
    See Unesco International Conference on Educational Planning, ‘A Survey of Problems and Prospects’ inEducational Planning, Paris, 197 p. (ED/ICEP/3); and Klaus Schäller,Schule und Leben. Ein Repertorium zur Bildungsorganisation und Bildungsökonomie, Hamburg, Leibniz Verlag, 1967, 229 p.Google Scholar
  5. 1.
    John Dewey,The Relation of Theory to Practice in Education, p. 15. The 3rd Yearbook of the National Society for the Scientific Study of Education. Chicago, 1904.Google Scholar
  6. 1.
    For a more thoroughgoing analysis see J. Kotásek, Current Trends and Problems in Teacher Education’, Paris, Unesco, 49 p. (ED/CS/177/4).Google Scholar
  7. 2.
    N. L. Gage (ed.),Handbook of Research on Teaching. A Project of the American Educational Research Association, p. 96, Chicago, Rand McNally & Co., 1963.Google Scholar
  8. 3.
    Herbert F. LaGrone,A Proposal for the Revision of the Pre-Service Professional Component of a Programme of Teacher Education, Washington, D.C., The American Association of Colleges for Teacher Education, 1964.Google Scholar
  9. 1.
    Dean Corrigan (ed.),The Study of Teaching, Washington, D.C. The Association for Student Teaching, 1967. A publication of the Commission on the Implications of Recent Research in Teaching.Google Scholar
  10. 2.
    James Bryant Conant,The Education of American Teachers, New York, McGraw-Hill Book Co., 1963, 319 p.Google Scholar
  11. 3.
    J. W. Tibble (ed.),The Study of Education, p. 137, 221, 222, London, Routledge & Kegan Paul, 1966.Google Scholar
  12. 4.
    M. Horkheimer and T. W. Adorno,Sociologica II, p. 205–22, Frankfurt am Main, Europäische Verlagsanstalt, 1962.Google Scholar
  13. 5.
    Tibble,op. cit..Google Scholar
  14. 1.
    W. Klafki, ‘Die Stufen des Pädagogischen Denkens’, in: H. Röhrs (ed.),Erziehungswissenschaft und Erziehungswirklichkeit, p. 145–76, Frankfurt am Main, Akademische Verlagsgesellschaft, 1964.Google Scholar

Copyright information

© Unesco 1970

Authors and Affiliations

  • Jiri Kotásek
    • 1
  1. 1.Pedagogical Faculty of Charles University in PraguePragueCzech Republic

Personalised recommendations