Detail Teachers in history   Oleh:  Houston, W. Robert Jenis: Article from Books - E-Book Dalam koleksi: International handbook of research on teachers and teaching, page 15-23. Fulltext: inter2.pdf (79.07KB) Isi artikel In antiquity, the middle ages, and up until the mid-1800s in the United States, teachers were almost entirely men. That has changed in the last 100 years; only 30% of teachers are males, and those teach primarily in secondary schools. The public’s appraisal of teachers has reflected their perception of the relevance and effectiveness of teachers’ contribution to the future of society. While never well paid, in some periods of history, teachers have been highly honored and respected, while at other times, scorned for their ineffectiveness – a roller-coaster ride with crests and valleys that ushered in new modes of education. Teachers have been held accountable by those funding them. In ancient Athens, teachers were accountable to the parents of children they were tutoring; monks and priests were accountable to the church in the middle ages; teachers in America by a school board representing their communities. The state and federal governments are increasingly holding schools and teachers accountable for student achievement through legislation, such as No Child Left Behind (2001). While the specific regulations will be changed in future years, the trend toward accountability for student learning is likely to define teacher competence, characteristics, and compensation for years to come. Throughout history, teachers and teaching have tended to reflect the culture and needs of the society in which they were located. In Athens, boys were taught to be productive citizens while in Sparta, the emphasis was on military prowess; Chinese education emphasized the literature of the great philosophers Confucius and Lao-tse. During the Middle Ages the emphasis was on promulgating religious ideals, and in twenty-first century America, content knowledge and skills have become paramount. Education was and is inseparable from culture and its historic period, is deeply buried in the technology of that period, and is radically transformed when that culture changes. Expectations of teachers reflect their culture – the extent of their knowledge and skills, their status in the community, and their moral dispositions. In different centuries and different environments, teachers had strong military experience, dexterous writing skills, were philosophically oriented, or exhibited a broad knowledge of history or mathematics. Some were required to be priests or novices training for the priesthood, others male, and others slaves or poor but educated (Houston, 1990). In primitive societies, education focused on children learning the mores and practical skills of their tribes by imitating their elders. The curriculum was life experiences and the future of the tribe depended on carrying on traditions that had been successful in the past. There were no formal schools, no teachers; everyone in the village was a “teacher” and children learned by doing. Not all peoples in the world evolved at the same pace; we have learned about the education of ancient peoples in the past century through the observations of primitive societies by trained anthropologists. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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