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Section 4. Pedagogy
Section 4. Pedagogy
Kvasetska Iaryna Andriyivna, graduate student at Department of Pedagogical Aesthetics and Ethics Institute of Pedagogical Education and Adult Education National Academy of Pedagogical Sciences of Ukraine E-mail: [email protected]
Role of frebel course in formation of professional training for pre-school teachers in western Ukraine (last third of the xix - early xx centuries)
Abstract: The article shows peculiarities of formation of professional training for pre-school teachers in Western Ukrainian lands - Galicia, Bukovyna and Trans-Carpathia, which in the last third of the XIX - early XX centuries were parts of Austrian-Hungarian Empire. Experience of professional training at Frebel course, which were active at teachers seminaries, and possibilities of its use in modern conditions of higher pedagogical education of Ukraine have been analyzed.
Keywords: teachers seminary, Frebel course, pre-school teacher.
Sources of children’s education lie foremost in protecting children from possible harmful impact of natural and social environment. Clear and even strict organization of supervision over boys and girls was considered a sufficient condition for successful functioning of first children’s institutions which originated in Austrian Empire in between the 20s and the 30s of the XIX century. The idea of children’s institutions serving not only protective function, but also educational one led to the idea of special training of own personnel [7, 188].
According to scientists and researchers (Ш. Переш, С. Русова, I. Адамек, З. Нагачевська at al.), first specialized institutions for professional training of pre-school teachers were founded almost at the same time as in England, Germany and Austria. In England first such institution for women was founded in 1836 by Charles Mayo who had been studying pre-school education from Swiss pedagogue J.Pestalozzi [3, 135].
Similar education institution in the same 1836 was opened in Germany by evangelical priest Teodor Fridner. Teachers training was also conducted in accordance with the ideas of Johan Pestalozzi, prayers and religious chants were also introduced, though. During studies which were conducted by the director himself special attention was paid to physical and psychical development of future teachers.
In 1837 the first institution for pre-school teachers training was opened in Austrian monarchy, in the town of Toln (south-western part of modern Hungary) thanks to efforts of the founder of Society of Spreading Pre-School Institutions in Hungary L.Feshtetich [3, 137]. In 1834 the institution was relocated to Pest (currently Budapest).
Studies at the pedagogical institution lasted for 1 year. For the first decades males only were admitted, and starting from 1858 women were allowed to study there as well [8].
For over three decades, the institution for pre-school teachers training in Budapest was the only pedagogical institution of such kind in Austrian Empire and welcomed students from different regions of the state. This stipulated founding a dormitory. Some of new-comers, who did not get dormitory accommodation, received a monthly social benefit [3, 139].
Need for a pre-school female occupation that required certain education was grounded by outstanding German pedagogue Friedrich Frebel - founder of the original system of pre-school education. Starting from 1839 he held in Blankenburg courses for girls and women and taught them to be teachers. His “kindergarten” (1840) was planned as an example institution for training organizers (leaders) of children’s games. In the future this educational institution was supposed to develop gifts and simultaneously offer them to public through professional children’s magazine for a wider circle of specialists [7, 110].
The 60s and the 70s of the XIX century became in the newly-formed Austrian-Hungarian Empire the period of social recognition of both Frebel educational system and a new pedagogical occupation - children’s teacher. The law on people’s schools (1869) presupposed creation of new educational institutions of teachers seminaries. Women’s seminaries also had to become key points for pre-school teachers training.
The model of official system of pre-school education and specialists training in the Austrian part ofAustrian-Hungarian Empire was defined by the Order of Ministry of Religions and Education of June 22, 1872 , which approved regulations for kindergartens and adjoining institutions and stated principal forms of pre-school professional training [2, 15-16].
Obtaining teacher’s occupation was possible: 1) through full-time studies at a state teachers seminary, which let receive the right to employment as a teacher, alongside with receiv-
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Role of frebel course in formation of professional training for pre-school teachers in western Ukraine...
ing a teacher’s certificate; 2) at a one-year (Frebel) course at state women’s teachers seminaries; 3) through independent or private training with following 3-month practicum at preschool institutions with distinction (part-time kind of Frebel course); 4) at a private course which was active at private preschool education and had the right to “go public”, i.e. issue state-recognized certificates.
State women’s teachers seminaries in Galicia were opened in 1871 - in Lviv, Peemyshl and Krakow [6, 22-23]. In Bu-kovyna a state women’s seminary was founded in Chernivtsi in 1872. [2; 12]. At all seminaries were organized kindergartens with distinction that were supposed to become a practical experience for both full-time students and participants of one-year Frebel course which was organized upon approval of Ministry of Religions and Education of Austria and provided pre-school educational institutions teachers.
The normative act of 1872 did not contain regulations for general purpose of education, curriculum, educational contents peculiarities. Those issues were defined in the organizational statute of men’s and women’s teachers seminaries of May 26, 1874.
General purpose of studying at a “separate course for kindergarten teachers” was stated in Clause 93 of the organizational statute. It said that the course is aimed at encouraging participants in obtaining knowledge that are necessary for successful functioning of a kindergarten, mostly in issues of children’s nature, getting to know the purpose, means and kinds of education at kindergartens, getting shrewd and reliable in performing pre-school teacher’s duties [5, 22].
In 1875 first participants were enrolled in a one-year Frebel course at Lviv women’s teachers seminary. With the purpose of obtaining a new teacher’s occupation 17 girls applied for the course, 14 ofwhom received “certificate of conformity to Frebel institution manager” By its decree of March 1, 1884 the Land School Council of Galicia changed the name of the certificate for Frebel course graduates. It started saying “certificate of conformity to Frebel institution mistress” [6, 77].
The head of the Frebel course at Lviv women’s teachers seminary became Frederika Zelyonchanka (martied name - Hrottova), a kindergarten director. She taught some subjects and held practical classes at Frebel course, lectured on Frebel methodology to second-year students of the women’s seminary. In connection with the heavy workload of F.Zelyonchanka at the course, at the seminary and the kindergarten, another position was appointed - that of Frebel kindergarten mistress assistant.
In 1875-1896 the Frebel course at Lviv women’s teachers seminary had 456 participants, 413 of whom obtained their qualification certificates [6, 147-148].
A Frebel course at Peremyshl women’s teachers seminary was opened in 1877/78. Due to low interest in pre-school teacher’s occupation (only 6 girls applied) it was canceled the following year. It was opened for the second time in 1891/92 with 12 participants. Renewing studies was forced by the requirements of the organizational statute of seminaries,
as well as widening network of pre-school educational institutions and lack of teachers for people’s schools. Frebel course graduates showed themselves well as school teachers assistants. In 1891-1897 the Frebel course at Peremyshl women’s teachers seminary had 91 participants [6, 279].
Starting from 1889 in place of Vitoslava Radvanska the actual head of a Frebel kindergarten at Peremyshl teachers seminary became Teklya Hanulanka who later headed up the Frebel course where she taught Frebel methodology, modeling, singing and gymnastics [6, 245].
A Frebel course at Krakow teachers seminary could not boast on quite a number of participants first. It opened in 1876 with 6 participants as well. In 1878/79 it had only 2 participants and in 1882/83 - 3 participants. Nevertheless, the management of the teachers seminary did not close the course completely and continued enrolment process every year.
Popularity of the Frebel course at Krakow teachers seminary got wider in the early 90s of the XIX century. In 1892/93 it had 36 participants. In general, as of 1896, 279 participants received qualifications of a pre-school teacher at the Frebel course at Krakow teachers seminary [6, 306].
While admitting at a one-year course at state women’s seminaries, age (16-30), physical condition, moral values, knowledge obligatory for public people’s schools graduates were taken into account. Also musical hearing and vocal voice, as well as gymnastics skills, were considered [2, 16].
Participants of first Frebel courses at teachers seminaries had the following subjects: education science and kindergarten theory, teaching language (language and subject knowledge), free-hand painting, work with shapes, singing and gymnastics. Special attention was paid to practical training which took 7 hours per week out of total 24. Later religion studies was added to the existing list
For almost 20 years teaching at Frebel courses at Lviv and Peremyshl women’s teachers seminaries was conducted in Polish, but within Utraquist regime in the mentioned seminaries with resulting bilinguism, it was introduced in Frebel courses as well. Land School Council of Galicia by its decree of September 21, 1894 gave the participants of the local Frebel courses the possibility to take the course and examinations in both land languages - Polish and Ukrainian [6, 255]. The Frebel course at Krakow women’s teachers seminary remained a Polish-taught one.
In the mid-80s women’s teachers seminaries in Galicia introduced part-time kind of studies at Frebel courses. Part-time participants studied independently or at private pedagogical courses. The program included a mandatory 3-month practicum at kindergartens with distinction, and certificates were issued upon passing examinations on the subjects which were taught at a full-time Frebel course [2; 17; 6, 148].
In 1886/87 qualification certificates of “Frebel institution mistress” were issued to 9 participants at Lviv women’s teachers seminary. As of1896, 86 participants used this kind of preschool specialist training and successfully passed qualification examinations at Lviv teachers seminary [6, 148].
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Section 4. Pedagogy
Chernivtsi women’s teachers seminary did not have a fulltime Frehel course, yet in the late 90s of the XIX century a part-time kind of training for pre-school teachers was introduced through a 3-month practicum at a kindergarten with distinction. Among those who were first to receive qualification certificates of “pre-school teacher" were E.Rotenburg and L.Tumlich in 1897 [1, 1-2].
Thus, the qualifications of a pre-school teacher in the last third of the XIX - the early XX centuries in Galicia and Bu-kovyna could he obtained through studies at women’s teachers seminaries alongside with qualifications of a people’s school teacher or at a special Frehel course (full-time and part-time) that were active at those seminaries. The Frehel course namely contributed most of all to formation of the new independent occupation of a pre-school teacher.
References:
1. Держаний apxiB Чершвецько!' обл., Ф. 244, On. 2, Спр, 445, 4 арк.
2. Олшник М.1. 1стор1я дошклля Буковини: Навчально-методичний поабник / Маргя Олшник, Ярина Квасецька. -Чершвцк Зелена Буковина, 2012. - 76 с.
3. Рего Г1. Дошкльне виховання у Закарпаттк витоки й кторгя розвитку (1836-1918 рр.) / Галина Рего. - Ужгород: Патент, 2010. - 256 с.
4. Цьольнер, Ер^ 1сторгя Австри / Пер. з шм. Роман Дубасевич, Христина Назаркевич, Анатолш Онишко, Наталя 1ваничук. - Львiв: Лггопис, 2001. - 712 с.
5. Baltruschat С. Zur Geschichte der Ausbildung von Kindergärtnerinnen in Österreich / Christa Baltruschat. - Wien 1986. - 79 s.
6. C. K. Seminarya nauczycielskie m^skie i zenskie Krolestwa Galicji i W Ks. Krakowskiego w okresie 1871-1896 / Red. M. Baranowski. - Lwow: Dyr. Semin. naucz. galic., 1897. - 567 s.
7. Kellner M. Aus - und Weiterbildung österreichischer Kindergartenpädagoginnen aus historischer und zukünftiger Perspektive / Maria Waltraud Kellner. - Graz 2009. - 308 s.
8. Lantos E. A beszedhez valo viszony alakulasa a magyar felsöoktatasban Nevelestörteneti tanulmany / Lantos Erzsebet. -Режим доступу: http: //www.retorika.hu/beszed_ovopedagogus-kepzes.
Mazur Vladimir Vasilyevich, Ural Federal University, Graduate Student, Graduate School of Economics and Management E-mail: [email protected]
Students’ participation in the scientific activities of the University
Abstract: This article presents the results of studies involving students in research activities of GSEM UrFU, USUE and GU. Differences in scientific prospects of future computer scientists, managers and economists have been studied.
Keywords: student; scientific activity.
During the period from September 22 to October 19, 2014 the monitoring of student scientific and research activity was conducted among students of the first year of the Graduate School of Economics and Managements of the Ural Federal University (GSEM UFU), Ural State University of Economics (USUE) and Humanities University (HU). All of them perform their professional activity in Yekaterinburg. Two aspects of scientific activity are reflected in the present research. The first aspect is the participation in the current
scientific events and conferences. It shows the interest of students in the scientific activity. The second aspect is educational plans of a student. This item reflects a desire of a student to do a scientific activity in the future because the master’s degree is also related to the research activity. During this period a survey was performed among the university students of the following disciplines: economics, management and applied computer science. 109 full-time students were surveyed within the frames of the research.
Table 1. - Overview of the survey participants according to universities
Discipline UFU USUE HU Total
Economics 21(223/28)* 30 (335/60) 5(40/25) 56(598/135)
Management 24 (185/50) 13(144/60) 2 (26/6)** 39 (355/116)
Applied computer science 7(33/26) 4(25/10) 3 (30/6) 14(88/42)
Total 52(441/104) 47 (504/130) 10(96/37) 109(1041/271)
* Number of admitted students/number of state-funded seats
** State-funded seats at HU for the disciplines of Management and Applied computer science are paid from the HU funds
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