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Chapter1.Teachereducationintheoreticalperspective
1.2.1.Teachereducationmodels,theoriesandconcepts
Teliteratureonthetopicpresentsvariousmodelsofteachereducation.
Teirbignumberresultsfromdińerentapproaches,whichmaybebasedon
traditions,habits,trendsobservedinagivenperiod,interestsofcertainsocial
andreligiousgroups,etc.AccordingtoJolantaSzempruch
[...]variousconceptsandmodelsofeducationshouldresultfrompedagogical
knowledge,practicalexperience,visionsandplansforlong-termreformoftheed-
ucationsysteminPolandandintheworld,aswellassociety’sexpectationsabout
schoolanduniversity(2000,p.28).
Inthe1920sEduardSprangerexpressedtheviewthatuonlythosewho
areeducatedcaneducate”(1970,s.56)andthatteachereducationshouldbe
basedonthreeareas:scientific,technical-artisticandpractical-pedagogicalone
(1970,s.56).
Oneofcontemporaryapproachestothedevelopmentofteachereducation
modelsistheviewofHenrykaKwiatkowskawhoseesthemainpsychological
trends:behaviourism,humanismandcognitivepsychologyasthetheoretical
foundationofindividualorientations(Kwiatkowska,1988,pp.15-55).Te
scholarhasdistinguishedthreeorientationsinteachereducation-technolog-
ical,humanisticandcognitiveone.
Technologicalorientationisbasedontheassumptionsofbehaviourism
andischaracterisedby:
-regulatingindividualbehaviour,includinglearning,onthebasisofreac-
tive-learningrelationships,whilefocusingonthesituationalaspectand
ignoringthesubjectivecontext;
-rejectingtheviewthatanindividualisanautonomoushumanbeingmoti-
vatedbyhisorheraspirations;inthisapproachpersonalityisshapedbythe
applicationofasystemofspecificreinforcements;
-recognisingthepossibilityofexaminingonlytheseelementsthatcanbe
determinedempirically;hencetheformulationthatonlysensoryexperienc-
escanbetheonlymaterialverifiablebyresearch;behaviourunderstoodas
areactiontostimulicanbeverified(Kwiatkowska,1988,pp.15-16).
Inthecontextoftechnologicalorientation,anindividualisseenasareac-
tivesystemandcognitionisseenasanobjective,non-subjectivesystem(Kwiat-
kowska,2008,p.47).Intheteachereducationmodel,thismeansthatteacher’s
actionsaremerelyreactionstoexternalstimulicomingfromenvironmentand
pedagogicalactivityisoftechnicalnature.Intheprocessofteachereducation,
themainemphasisisplacedonteachingspecificskillsthatarenecessaryfor
teachingandperformingorganisationaltasks.Inthisorientation,adomi-
nanceofpraxeologicalskillsisobserved,whiletheethicalandmoralspheres
Michalak_Dawidziuk_Teachereducation.indb20
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