Tímarit um menntarannsóknir - 01.01.2007, Page 78

Tímarit um menntarannsóknir - 01.01.2007, Page 78
76 Tímarit um menntarannsóknir, 4. árgangur 2007 Abstract - Summary Strengthening the "mainstay of schoolwork" - Teacher Training in Iceland for One Hundred Years. The objective of this article is to trace the development of education for teachers in Iceland. Special attention is given to those institutions that have been responsible for educating primary school teachers. Although theorists have explored public education in Iceland, the history of teacher education is still largely un documented, and there has been a lack of concern about the issue. From the outset of the twentieth century, politicians have lacked understanding of the importance of teaching as a profession, as well as of the need to educate teachers. Conflicts have occurred between government on one side and education professionals on the other. This article deals with these conflicts and the historical development of teacher education in Iceland. Among the issues discussed is the battle for formal education of teachers, the struggle for the transfer of teacher education to university level, and the fight to lengthen the duration of teacher education from three years to four years. The article also takes issue with the general evaluation of teacher education programs, which took place in 1997–98 in Iceland. The impact of the evaluation programs and resulting recommendations are explored in the light of educational research. Finally, the article outlines a general picture of current teacher education. It is safe to assert that the education of primary level teachers in Iceland has undergone extensive changes during the last century. A number of parliamentary bills on the establishment of a teacher training college were presented during the start of the last century, but these were overturned one after the other. A teacher training college was thought too expensive for the national economy, but the opinion was also aired that sufficiently many were engaged in teaching children. The government seems to have had little inkling of how poor the facilities for teachers and pupils were at this time in Iceland. The first legislation passed on mandatory education for children, dating from 1907, increased the need for education specifically for teachers, and the Icelandic Teachers Training College was established in 1908. During the middle of the last century, the number of people with further education increased in Iceland. The impact of this development is marked in legislation on teacher education which was passed by the Icelandic parliament in 1947. This legislation marked a turning point in legislation on teacher education (Broddi Jóhannesson, 1983). There seems however, to have been limited will to implement the new approach entailed in the new legislation, as the funding necessary to realise the changes was not forthcoming. Lack of funding was a continuing obstacle to progress for the remainder of the century. When the Icelandic College of Education became the Iceland University of Education in 1971, the problems related to lack of funding, were crystallised in the fact that the Icelandic parliament, which itself introduced and ratified the new legislation, did not seem to understand the fundamental changes which were required by this same legislation. The establishment of the College was fraught with difficulties and understanding of the need for education for professional training for teachers continued to be limited. Attempts to develop education for teachers during the last decades has been characterised by conflict between government and professionals, a conflict which has taken various forms throughout the 20th Century. The attitude of many political representatives can be discerned from the discussions following the outcome of the 1996 TIMSS educational survey which showed poor results for Icelandic primary level students in maths and science. A common attitude expressed by political representatives is that too much emphasis was placed on pedagogy at the cost of sciences, and that the legal certification of Að styrkja haldreipi skólastarfsins
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