Page: 335-348 Author: Kolář, Z., Sýkora, M. Key words:
The authors have elaborated a critical as well as conceptional study about the conception of the teaching of didactics in the preparation of teachers at establishments of higher education. They point out that in teacher training general didactics has a crucial position because it links all the pedagogical and psychological disciplines in the teacher training course with the disciplines the students study at departm ents providing instruction in subjects the students specialize in to achieve professional qualification for teaching those subjects. G eneral didactics is also a m ethodological starting point for teachers of im portant disciplines such as the didactics of special subjects. The authors proceed from the present-day state of didactics teaching at higher education establishm ents, which they consider unsatisfactory because it does not correspond to the present level of developm ent of theoretical didactics in the socialist countries, and thus does meet the requirements of providing the teachers with the necessary knowledge in didactics and the necessary didactic skills.
The study contains two basic parts. Part One analyses the position of didactics in the system of teachers training, teacher education. The starting point here is the analysis of the teacher’s work at school and the need to achieve unity in all the teacher training at college, it is pointed out here that general didactics has an integrating function in relation to the o ther pedagogical and psychological disciplines and, at the same time, it has the function of a methodological starting point for the didactics of special disciplines.
In Part Two the authors analyse the conception of the subject of didactics itself and from this conception they deduce the conception of teaching this discipline in teacher training courses. They proceed from the fact that instruction in didactics must be a theoretical reflection of the conception of teaching and they analyses here various conceptions of the teaching process: verbal and object teaching, problem teaching, and developm ent teaching. The authors’ starting point is the fact that the present-day and future teacher has to be equipped, above all, with full understanding of the conception of development teaching in such a way as to be able not only to understand its substance, but also to assimilate the sets of activities by means of which this conception will be realized in practical work with pupils.
The study has the character of a discussion and aims at contributing to a deeper elaboration of questions concerning the education and training of teachers at higher education establishm ents in the C zechoslovak Socialist Republic. We suppose that the other pedagogical disciplines, too, which in the teacher training courses have become part of teacher training, will attempt a similar elaboration of a theoretical conception as a first step, from which they will derive the conception of the syllabuses of the discipline in question. That is the aim of this study, too.