Teachers as professionals: Germany, the United States, bildung, and didaktiks

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dc.contributorAtkinson, Becky M.
dc.contributorGivens, Mary
dc.contributorPeters, Gary
dc.contributor.advisorErevelles, Nirmala
dc.contributor.advisorTomlinson, Stephen
dc.contributor.authorToland, Bradley
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2019-08-01T14:24:14Z
dc.date.available2019-08-01T14:24:14Z
dc.date.issued2019
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractOverwhelmingly, Americans express that they admire teachers and support public education, yet simultaneously demand greater accountability from and control over them. They argue that teachers are professionals, yet hold them to be technicians. This study explores the historical factors that gave rise to this confusion by examining the histories of the United States and also that of Germany, the model for America’s educational system. The German educational philosophies of bildung and didaktiks are considered, along with the competing ideas of the purpose of education by John Dewey and David Snedden because they do much to explain the past and present of the current state of education in both nations, and clearly show the competing claims at work. Finally, the histories relating to teacher education and the professional standing of teachers in both nations is used to argue for a shift in the perspective of the American teacher, from technician to true professional. This new professional teacher is one that is empowered with authority in the classroom, holds status in the community, and is equitably compensated for the work he or she does. I consider the past to urge action in the future.en_US
dc.format.extent160 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003333
dc.identifier.otherToland_alatus_0004D_13802
dc.identifier.urihttp://ir.ua.edu/handle/123456789/6146
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational leadership
dc.subjectEducational philosophy
dc.subjectEducation
dc.titleTeachers as professionals: Germany, the United States, bildung, and didaktiksen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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