(CZ) Jak chápat učitelství - impulzy pro pedagogické fakulty
(EN) How to Understand the Teaching Profession - Impulses for faculties of education

Stať poukazuje na nezbytnost reflektování proměn učitelství. - Pohled na učitele se přesouvá od pohledu archetypálního k pohledu profesnímu. Ten zahrnuje zřetele k učitelově osobnosti, kjeho kompetenční výbavě a k pedagogicko- etickému rozměru jeho jednání. Popředním tématem proměn učitelství je měnící se pohled na vzdělávací úspěšnost žáků, za kterou učitel zodpovídá. Jsou prezentována dvě pojetí vzdělávací úspěšnosti. Je formulována teze, že učení vedoucí k úspěšnosti je učení se celou osobností, která se také tímto učením rozvíjí. Větší péči je třeba věnovat vytváření způsobilosti učitelů pracovat s výkonovými a rozvojovými potencialitami žáků.

This essay indicates how essential it is to reflect on the changes in the teaching profession. The situation in which it finds itself may be characterised as one of con-tradiction between its importance and an adequate and lagging degree of essential support. The teaching profession has been backed into a position in which only with great difficulty can it effectively pursue its vocation. Th view of the teacher has been shifting from the archetypal to the profes-sional. The archetypal view evokes the idea of teaching as a calling that is in its way predestined, based on possession of certain attributes that cannot be taught -“the teacher simple has to have teaching in his blood“. The professional view sees the teacher as an expert, who must above all learn his profession through teacher training leading to the acquisition of knowledge, skills and competences guaranteeing that he can meet the demands placed on teaching. The teacher has to be qualified. This essay presents three different views of the professional equipment of the good teacher which teacher training should be geared to providing. A foreground theme of teaching is the changing view of the educational success of pupils for which the teacher is responsible. Two contrasting orientations of educational success are described. The first puts the main (or exclusive) emphasis on the creation of dispositions that can be socio-economically functionally exploited by the individual. Educated individuals are therefore those that are available to society as human resources for the effective pursuit of their economic goals. The second orienta-tion of educational success puts the empha-sis on the development of the personality; it foregrounds four goals in their mutual balance. These are the goals of qualification, goals relating to the organisation and experience of leisure, goals of personality development and finally emancipatory goals (thanks to his education the individual acquires the capacity to define himself criti-cally against the pressure of circumstances in life, to orientate himself to values of truth, good, beauty, interpersonal mutuality). -A reflective view of personal-development educational success necessarily brings up the question of the kind of teaching that leads to it. To encourage this kind of suc-cess needs a whole series of actions on the part of the teacher. The essay puts forward the theory that teaching leading to success is teaching involving the whole personality, which is also developed through this kind of teaching. Greater care needs to be devoted to the creation of teachers‘ abilities to work with the performance and developmental potentialities of pupils.