Abstract
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.
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as well as Director of Research at the university's Institute for Studies in Teacher Education. In addition to serving as President of the Czechoslovak Pedagogical Society, he is general editor of the series calledCzech Pedagogical Thinking. He is a member of the group set up by the Czechoslovak Academy of Arts and Sciences to study the social consequences of the scientific-technological revolution. He is the author ofThe Methodology of Teaching and Learning Science in Secondary Schools, as well as of a number of university textbooks on didactics and several studies on adult education, leisure and teacher education. He has translated widely from Russian, German and English pedagogical literature.
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Kotásek, J. The development of teacher education. Prospects in Education 1, 18–24 (1970). https://doi.org/10.1007/BF02354058
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DOI: https://doi.org/10.1007/BF02354058