<\/p>\n
Dr. sc. \u0160tefka Batini\u0107<\/strong><\/p>\n U okviru \u0161kolskih reformi Marije Terezije 70-ih godina 18. stolje\u0107a osposobljavanje u\u010ditelja postaje plansko, organizirano i ure\u0111eno propisima, a provodilo se na preparandijalnim (u\u010diteljskim) te\u010dajevima organiziranim pri glavnim ili normalnim pu\u010dkim \u0161kolama. Naglasak je bio u metodi\u010dkoj izobrazbi, dok je op\u0107e obrazovanje bilo zapostavljeno. Od u\u010ditelja se tra\u017eilo lijepo pisanje, korektno \u010ditanje, svladavanje osnovnih ra\u010dunskih operacija i ne\u0161to nauka o jeziku. The reforms of the schooling system introduced by Maria Theresa in the 1770s included teacher training, which became planned, organised and regulated, and was delivered via (teacher) preparation courses that were run in the so-called main and normal primary schools. The emphasis was placed on mastering teaching methods, while general education was rather neglected. Teachers were expected to know calligraphy, have solid reading skills, understand basic calculus and have some linguistic knowledge. <\/p>\nOd \u0161kolnika do magistra primarnog obrazovanja:<\/strong>
\npovijesni pregled razvoja u\u010diteljskog obrazovanja u Hrvatskoj<\/strong>
\n(Sa\u017eetak)<\/h3>\n
\nSustavno institucionalno obrazovanje u\u010ditelja po\u010dinje sredinom 19. stolje\u0107a osnivanjem u\u010diteljskih \u0161kola. Prva javna u\u010diteljska \u0161kola osnovana je u Zagrebu 1849. godine, kada se tiskaju i prvi pedago\u0161ki ud\u017ebenici na hrvatskome jeziku. Od sredine 19. do po\u010detka 21. stolje\u0107a obrazovanje u\u010ditelja u Hrvatskoj pro\u0161lo je razvojni put od dvogodi\u0161njih preparandija do petogodi\u0161njeg sveu\u010dili\u0161nog studija i mogu\u0107nosti znanstvenog poslijediplomskog studija. Shva\u0107aju\u0107i kako je upravo obrazovanje preduvjet i argument njihove strukovne i stale\u0161ke afirmacije hrvatski u\u010ditelji ve\u0107 70-ih godina 19. stolje\u0107a govore o potrebi fakultetskog obrazovanja u\u010ditelja. Put do akademske zajednice trajao je vi\u0161e od jednog stolje\u0107a. Osnivanjem Vi\u0161e pedago\u0161ke \u0161kole u Zagrebu 1919. godine u\u010ditelji prvi put dobivaju mogu\u0107nost formalnog nastavka obrazovanja nakon zavr\u0161ene u\u010diteljske \u0161kole. Zakonom o pedago\u0161kim akademijama 1960. godine obrazovanje u\u010ditelja razredne nastave di\u017ee se na vi\u0161u razinu. Iste se godine u u\u010diteljske \u0161kole upisuje posljednja generacija u\u010denika. Nakon tri desetlje\u0107a (1961. \u2013 1991.) obrazovanja u\u010ditelja u okviru dvogodi\u0161njih studijskih programa na pedago\u0161kim akademijama ili pedago\u0161kim fakultetima uvodi se 1992. godine \u010detverogodi\u0161nji u\u010diteljski studij koji je od 2005. godine organiziran u skladu s na\u010delima Bolonjske deklaracije.
\nNedostupnost akademskog obrazovanja, s jedne strane, te istinska posve\u0107enost svom pozivu, s druge strane, mnogim su u\u010diteljima tijekom povijesti bile va\u017eni poticaji za daljnje stru\u010dno usavr\u0161avanje i samoobrazovanje, pa su upravo pu\u010dki u\u010ditelji u velikoj mjeri pridonijeli razvoju niza disciplina odgojnih znanosti u Hrvatskoj.
\nKlju\u010dne rije\u010di:<\/strong> obrazovanje u\u010ditelja u Hrvatskoj, povijesni razvoj, u\u010diteljska \u0161kola, akademsko obrazovanje, odgojne znanosti<\/p>\nFrom a schoolmaster to a Master\u2019s degree in Primary Education:<\/strong>
\nA historical overview of the development of teacher education in Croatia<\/strong>
\n(Abstract)<\/h3>\n
\nA systematic institutional education of teachers began in the middle of the nineteenth century, when schools for teachers were established. The first public teacher school was founded in Zagreb in 1849, at the time when first textbooks on pedagogy in Croatian language were also published. From the mid-nineteenth century to the beginning of the twentieth century, the education of teachers in Croatia has evolved from a two-year preparatory course to a five-year university degree and an opportunity for a postgraduate programme of study. As early as 1770s, Croatian teachers had spoken of a university-level teacher education, realizing that education is precisely the precondition and the foundation of their professional and class affirmation. The road to establishing an academic community has lasted more than a century. When College of Pedagogy was founded in Zagreb in 1919, teachers for the first time had the opportunity to continue formal education after completing secondary school for teachers. In 1960, the Act regulating the existence of academies of pedagogy took the education of lower elementary school teachers to a higher level. In the same year, the last generation of students was enrolled in secondary teacher education schools. After three decades (1961-1991) of teacher education being delivered in the form of two-year study programmes at academies and faculties of pedagogy, a four-year programme of teacher education was introduced in 1992. Since 2005, it has been run in accordance with the principles of the Bologna declaration.
\nThe unavailability of university education on the one hand, and a true dedication to their calling on the other, have been an important motivation for many teachers throughout history to continue their professional development and self-education, and so the primary school teachers were precisely those who have significantly contributed to the development of a number of disciplines of education science in Croatia.
\nKey Words<\/strong>: teacher education in Croatia, historical development, teacher school, academic education, education science<\/p>\n