diplomsko delo
Danijela Grahornik (Author), Edvard Protner (Mentor)

Abstract

Poklic javnega osnovnošolskega učitelja je bil od njegovega nastanka s Splošno šolsko naredbo podrobno zakonsko reguliran. Država je učitelju natančno predpisala šolsko delo, od njega zahtevala predpisano izobrazbo in celo osebnostne lastnosti. Pri svojem delu in v privatnem življenju je bil učitelj nadzorovan in v primeru kršitev kaznovan. Nizka raven znanja, revščina ter podrejenost predstavnikom posvetne in cerkvene oblasti je učiteljem kvarila družbeni ugled. Drugi avstrijski osnovnošolski zakon, imenovan Politična šolska ustava, ni bistveno spremenil duhovnega in materialnega položaja učiteljev, medtem ko je učiteljevo vlogo v šoli omejil. Kljub poklicni nesamostojnosti in slabemu položaju, se je v učiteljih porajala samozavest in upi po izboljšanju njihovega položaja. Načrti, zasnovani v revolucionarnem letu 1848, bi pričakovanja učiteljev v resnici izpolnili. Toda porevolucijski razvoj temu ni bil naklonjen in reakcija je s konkordatom iz leta 1855 še okrepila vodilno vlogo cerkve v šolstvu. Šele razmere po letu 1860 so omogočile dolgo želene spremembe položaja osnovnošolskih učiteljev. Tretji avstrijski osnovnošolski zakon, ki je bil sprejet leta 1869, je na novo definiral učiteljski poklic. S svojimi določili je močno posegel tudi na področje učiteljevega ugleda in učiteljem prinesel izboljšanje položaja: boljšo izobrazbo, več poklicne in stanovske samostojnosti ter neodvisnost od lokalnih dejavnikov in od duhovščine.

Keywords

pedagogika;učitelji;osnovne šole;položaj;1805/1869;status;izobraževanje;zgodovina;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [D. Grahornik]
UDC: 37(043.2)
COBISS: 18770440 Link will open in a new window
Views: 2411
Downloads: 272
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Other data

Secondary language: English
Secondary title: The situation of elementary school teachers in the period 1805-1869
Secondary abstract: The profession of public elementary school teacher has been legally regulated since its beginning by the First Austrian Law on Primary Education. The state has determined teacher's school work, demanded prescribed education and even his personality characteristics. Teacher was controlled over his work and private life, in case of violation, he was punished. Low level of knowledge, poverty and subordination to representatives of temporal and church power were tarnishing their social reputation. The Second Austrian Law on Primary Education, named Political School Constitution, didn't really change teacher's spiritual and material situation while it limited his school role. Despite the professional dependence and bad position teachers' self-confidence and hopes for improvement of their situation were rising. Plans, made in revolutionary year 1848, would indeed fulfill their expectations. However, the post-revolutionary development wasn't fond of that and the reaction was further strengthened leading position of church in educational system by the concordat in 1855. Only after 1860 the circumstances enabled long desired changes in the situation of elementary school teachers. In 1869 the Third Austrian Law on Primary Education redefined the teaching profession. By its terms it heavily encroached on the teachers' reputation and improved their situation: better education, more vocational and professional autonomy, and independence of local factors and the clergy.
Secondary keywords: teachers;formal legal situation;status;education;image of a teacher;primary education system;historical overviews.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: 98 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 19635