ABSTRACT

In this article we attempt to explain how Spanish schoolteachers built their knowledge around Progressive Education and just how they assimilated these new teaching practices, a process we conceptualise as “appropriating the New”. Our source consists of the 287 files presented by state schoolteachers from all of Spain as part of their candidacy in the competitive exams held in 1932 for the position of school headteacher. These files, which contain the professional history of each of these teachers, elaborated by him or herself, allow us to analyse the discourses and practices developed and used in their classrooms. Drawing on these teachers’ accounts we have designed a typology with five different levels of appropriation of the ideas and practices of Progressive Education. These five categories are (1) Recognising the New; (2) Understanding the New; (3) Bonding with the New; (4) Applying the New; (5) Internalising the New. These levels, which represent the gradual implication of this sample of schoolteachers with the ideas of Progressive Education, bear witness to how their identification with these concepts led to a transformation of their teaching practices. We will then use this typology to study the appropriation of one of the best-known progressive ideas, i.e. self-government, which under the Second Republic of Spain in the 1930s acquired a particular political relevance.

摘要

在本文中，我们试图解释西班牙学校教师如何围绕进步教育建立知识，以及他们如何吸收这些新的教学实践，我们将这一过程概念化为“挪用新事物”。我们的资料来源包括西班牙各地公立学校教师提交的 287 份文件，作为 1932 年举行的校长职位竞争性考试的一部分。这些文件包含每位教师由他或她自己详细阐述的专业历史，使我们能够分析他们在课堂上开发和使用的话语和实践。根据这些教师的叙述，我们设计了一种类型学，其中对进步教育的思想和实践有五个不同层次的运用。这五个类别是（1）认识新事物；（2）了解新事物；(3) 与新事物结合；（4）应用新的；(5)内化新事物。这些层次代表了这些教师样本对进步教育理念的逐渐影响，见证了他们对这些理念的认同如何导致了教学实践的转变。然后，我们将使用这种类型学来研究最著名的进步思想之一（即自治）的运用，该思想在 20 世纪 30 年代的西班牙第二共和国统治下获得了特殊的政治意义。见证他们对这些概念的认同如何导致他们的教学实践发生转变。然后，我们将使用这种类型学来研究最著名的进步思想之一（即自治）的运用，该思想在 20 世纪 30 年代的西班牙第二共和国统治下获得了特殊的政治意义。见证他们对这些概念的认同如何导致他们的教学实践发生转变。然后，我们将使用这种类型学来研究最著名的进步思想之一（即自治）的运用，该思想在 20 世纪 30 年代的西班牙第二共和国统治下获得了特殊的政治意义。