Raná edukácia a roly učiteľa – očakávania, požiadavky a možnosti medzinárodných výskumov

• Authors: Kasáčová, Bronislava

Abstracts

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The study deals with the process of innovation in early childhood education, changing teacher positions, targets and their roles. These changes are dependent on the context of the synergic processes of systemic transformation: changes in the education system, the contents of education, school functions, teachers‘ roles, and school reality. In this context it is necessary to innovate not only within the school itself, but also teacher preparation and possibilities for teacher life-long learning. From the perspective of pre-primary and primary teacher education, there is a need to realize that the proces of transformation also brings with it new visions for the development of pedagogy as a science, which is to be achieved by scientific access to school “territory“ which is traditionally seen as natural and intuitive. New forms of pre-graduate teacher preparation at universtity level, also bring with them the necessity to research into objective reality, facts about subjects and processes, predicative phenomena (the giving of evidence), and veracity in the context of pre-school and primary education. With a theoretical background based in pedeutology and using interdisciplinary research on teachers, this study brings together information from comparative research to achieve its aim. One example of such an international comparative study (Slovak–Polish–Czech) is the project of professiography research on teachers of early childhood education in pre-schools and primary school via daily scans, autoobservation and Participatory Action Research (PAR).

Keywords

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• Publisher: Polskie Towarzystwo Pedagogiczne
• Journal: Problemy Wczesnej Edukacji
• Year: 2010
• Volume: 6
• Issue: 12(2)
• Pages: 62-79

Contributors

author

Kasáčová, Bronislava