Formation and development of teachers’ professional competence in Latvia from 1830s to 1930s

Abstract

In this paper are described the historical changes relating to teachers’ competences with particular reference to their social relevance. Teacher training became important in the period 1830-1840. Teaching requirements were moral and religious more than cultural and intellectual as far as a teacher (above all if devoted to working classes) had to educate to discipline, social order and religious Christian approach to the world. A teacher had to organize and to lead the local cultural life and adult education of the country, where he/she was working, also facing difficult children. At the beginning of 20th century, thanks to New Education movement, teaching/learning process was activated, more and more women were involved in teacher profession and university was called to train future teachers. Summarizing the development of the teachers’ competence in the 19^th and the first third of the 20^th century it is evident that the teachers’ skill to teach pupils according to their class belonging, Christian faith and gender gradually lost its significance. The teachers’ competences that were connected with the activization of the teaching/learning process took a stable place in the hierarchy of the public demands. The transition of special education and adult education in the hands of the professionals meant that the competence of comprehensive school teachers in these areas was no longer considered essential.