비교 교육의 관점에서 독일의 교사양성체제에 대한 연구는 이미 국내에 적지 않게 소개되었다. 각 급 학교별 교사양성체제 뿐만 아니라, 특수교사나 각 교과별 교사양성제도의 특성에 관한 ‘특수화된 단일 연구주제’도 등장하였다. 이와 별도로 독일 교사양성제도를 역사적 근원에서 추적하려는 연구도 없지 않다. 특히 19세기 전후는 독일적 전형으로서 신(新)인문주의 교육이념이 고안, 실현된 독특한 시기이기에 많은 주목을 받아 왔다. 이에 비해 독일의 교사양성제도에 관한 일반사가 없다는 점은 이해하기 힘들지만, 이는 독일적 특수성을 반영하고 있다. 통일국가 형성의 지체와 지역적 편차로 인해 특정 지역을 중심으로 한 연구들이 많은 반면, 전체를 개관하는 연구는 드물다. 이에 본 연구는 계몽주의 시기부터 20세기 후반까지를 시기로 하는 일반사적인 접근을 하고 있다. 18세기 계몽주의 시기부터 ‘학교조직의 차원에서 제도화된 학교제도가 본격적으로 진화하는 체제형성 과정’이라는 점에서 역사적 개관을 위한 합당한 기점(起點)으로 보인다. 하지만 20세기 후반 이후는 신자유주의의 보편화 추세와 ‘볼로냐 프로세스’의 표준화 경향으로 인해 별도의 연구가 필요하다는 이유에서 제외하였다. 이에 논문에서는 초․중등 교사양성제도를 중심으로 기술하되, 여교사 양성이나 김나지움 교사의 특권화와 같은 주제도 아울러 다루었다. 독일 교사양성체제의 특이점은, 초중등 교원 사이의 양성과정 및 교사 신분에 대한 사회적 인식이 상당히 이질적인 과정이었다는 사실과, 양성과정에서 교육학의 역할이 각 시대별로 다르게 규정되어왔다는 사실이다.
There have already been many articles which have covered a subject of the German teachers' training system from the comparative-educational viewpoints. Their perspectives are so various from the teachers' training system in the different school types to the particular topics such as teachers' training in the special education and teachers' training according to subjects. In addition, there have been not a little researches to investigate the historical origin of the German teachers' training system. On the contrary it is more or less interesting that the general-historical researches are uncommon. But it has reasonable grounds: the delayed national unification in Germany and a deep gap between the German states(Bundesläner). For this reason this article aims at a general-historical approach to the teachers' training system in Germany from the enlightenment to the second half of the 20th century. The enlightenment in the late of the 18th century is the proper starting point, as it sent out a signal that the institutionalized school system in the dimension of the school organization originated the evolutional process of the system formation in earnest. The early of the 21th century was excluded from the analysis of this paper, as it requires an additional research. In particular, this period gives a rich demonstration of the generalization tendency of so-called new liberalism and the standardization one of the 'Bologna process'. This article describes the teachers' training system, and gives attentions to the schoolmistress training and the privileged status of the gymnasium teachers. The singular points of German teachers' training system are that the training process of elementary and gymnasium teacher have been differentiated considerably, and that the role of pedagogy in the training process have been defined very differently according to the epoches.
There have already been many articles which have covered a subject of the German teachers' training system from the comparative-educational viewpoints. Their perspectives are so various from the teachers' training system in the different school types to the particular topics such as teachers' training in the special education and teachers' training according to subjects. In addition, there have been not a little researches to investigate the historical origin of the German teachers' training system. On the contrary it is more or less interesting that the general-historical researches are uncommon. But it has reasonable grounds: the delayed national unification in Germany and a deep gap between the German states(Bundesläner). For this reason this article aims at a general-historical approach to the teachers' training system in Germany from the enlightenment to the second half of the 20th century. The enlightenment in the late of the 18th century is the proper starting point, as it sent out a signal that the institutionalized school system in the dimension of the school organization originated the evolutional process of the system formation in earnest. The early of the 21th century was excluded from the analysis of this paper, as it requires an additional research. In particular, this period gives a rich demonstration of the generalization tendency of so-called new liberalism and the standardization one of the 'Bologna process'. This article describes the teachers' training system, and gives attentions to the schoolmistress training and the privileged status of the gymnasium teachers. The singular points of German teachers' training system are that the training process of elementary and gymnasium teacher have been differentiated considerably, and that the role of pedagogy in the training process have been defined very differently according to the epoches.
