Læreruddannelsens rolle i lærerprofessionens historiske tilblivelse

Resumé

Formålet med artiklen er at foretage en tolkning af læreruddannelsens rolle i forhold til lærernes og skolens historiske tilblivelse med udgangspunkt i begrebet om didaktiske revolutioner. Første didaktiske revolution, opfi ndelsen af undervisning, skabte hverken lærerstand eller -uddannelse, da undervisningen blev varetaget af den gejstlige stand. Under anden didaktiske revolution omkring år 1800 spillede læreruddannelsen en central rolle i tilblivelsen af den danske lærerstand, som afløste degnene som undervisere, og som fi k en social placering uden for den gejstlige stand. En selvstændig lærerstand med undervisning som hovedbeskæftigelse og med kompetencer fra en læreruddannelse blev udviklet samtidig med skabelsen af en planmæssig undervisning i strukturerede skolemæssige rammer og med regelmæssig skolegang fra elevernes side, hvilket var det centrale i anden didaktiske revolution. Under tredje didaktiske revolution fra omkring 1960 spillede læreruddannelsen en tilsvarende central rolle i lærererhvervets transformation fra stand til profession, hvilket var med til at muliggøre reformpædagogikkens modernisering af folkeskolen.

The primary role of teacher education for the historical creation of teachers and school is that it contributes to the development of teachers as a societal group with specific competencies and identity and with the ability to influence the develop ment of the school. In this article, this role is analyzed using the concept of didactic revolutions. The first didactic revolution, the creation of teaching and school, did not lead to neither teachers’ trade nor teacher education because teaching was done by the clergy. Around the year 1800 during the second didactic revolution, teacher education played a central role in the creation of the Danish teachers’ trade, which replaced the clerks in schools, and which had a social position outside the clergy. An independent teachers’ trade with teaching as their main work and with competencies from a teacher education was a prerequisite for the creation of planned teaching in structured school framework and with regular schooling on the part of the pupils. From around 1960 during the third didactic revolution, teacher education played a similar central role in the transformation of the teachers’ trade into a profession, which developed the school inspired from progressive educational ideas.