Kształcenie nauczycieli przysposobienia obronnego w krakowskiej Wyższej Szkole Pedagogicznej i Akademii Pedagogicznej

Abstract

Military training was introduced into secondary schools at the beginning of the fifties of the twentieth century in Poland. In the years 1955-1960, at the Higher Teacher Education School (WSP) in Cracow, there functioned a Selection and Examining Committee for teachers of military training, which granted qualifications to candidates from all over the country. From 1968 to 1971, at WSP in Cracow there was organised a Year Course of Military Training for women teachers who were university graduates. Then a geographical specialisation with military training was opened in the form of a three-year course of vocational studies. In the academic year 1973/74, military training was introduced at the pedagogical department, there. The Department of Defence Education was created in order to organise education as well as academic and research activities in the field. The didactic model underwent considerable alterations in subsequent years. Beside the courses of regular studies, extramural courses were opened, two-year MA studies, and then also post-graduate studies. The major change came in 1982 with a new profile of education and a new name of defence training. In 1987, there was a comeback to defence training at the pedagogical faculty. The Post-Graduate Studies were organised in the academic year 1995/96, which since 2001/2002 was bearing the name of „Education for Safety”, and since 1999/2000 a regular course of MA studies at the pedagogical faculty with defence training and physical education was organised. Since September 2000, the Department of Defence Education was transformed into the Chair of Defence Education, which was included in the Institute of Educational Sciences at the Pedagogical Academy. Over the period of a quarter of a century an independent course of studies was created with the number of over two thousand graduates, who work for the department of education and so called ‘uniform service’. Numerous teachers acquired additional qualifications. The process of improving curricular contents has continued, and attractiveness of the specialisation is confirmed with the number of candidates and students (the current number of students in different forms of studies being 500).