Expectation versus Reality: How Visual Media Use in Belgian Catholic Secondary Schools Was Envisioned, Encouraged and Put into Practice (c. 1900-1940)

Autor/in	Teughels, Nelleke
Titel	Expectation versus Reality: How Visual Media Use in Belgian Catholic Secondary Schools Was Envisioned, Encouraged and Put into Practice (c. 1900-1940)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 58 (2022) 4, S.555-572 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teughels, Nelleke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1856153
Schlagwörter	Secondary School Students; Teaching Methods; Catholic Schools; Educational History; Educational Change; Instructional Effectiveness; Educational Finance; Preferences; Teacher Attitudes; Pedagogical Content Knowledge; Professional Autonomy; Comparative Analysis; Discourse Analysis; Educational Media; Advocacy; Visual Aids; Foreign Countries; Optics; Light; Belgium + Suchen Sie Ihr Suchwort? Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Katholische Schule; History of education; Bildungsgeschichte; Bildungsreform; Unterrichtserfolg; Bildungsfonds; Lehrerverhalten; Pädagogische Kompetenz; Berufsfreiheit; Diskursanalyse; Bildungsmittel; Unterrichtsmedien; Sozialanwaltschaft; Anschauungsmaterial; Ausland; Optik; Licht; Belgien
Abstract	In the early nineteenth century, the ideas of reform pedagogues gave rise to a didactic turn towards the visual that criticised an exclusive textual mediation of knowledge through books and lectures. To raise educational effectualness, teachers came under increasing pressure to incorporate high-profile media technologies into their lessons. Yet, top-down initiatives to implement new instructional technology often fell short of expectations when logistical and financial challenges and teachers' practices and preferences were not taken into account. However, most of the existing studies on the introduction and proliferation of high-profile educational technology in late nineteenth- and early twentieth-century Western education have focused on industry-led promotional efforts or governmental initiatives to introduce commercially produced media into the classroom. As such, they lend insight into the normative discourse surrounding the construction of the ideal of the tech-savvy teacher, but have mostly overlooked teachers' agency, as well as the difficulties teachers met in the implementation. This paper investigates how, between 1900 and 1940, Belgian secondary school teachers dealt with the tension between professional pressures and expectations on the one hand, and their individual preferences and possibilities on the other hand. It does so by comparing the discourse of educational media advocates and governmental actors with teachers' accounts of their visual media practices as documented in teachers' pre-class preparations and notes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01