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The Importance of Teacher Competences in Early School Education

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Zubel M., Mielnikiewicz J., Pater P.
Journal of Education, Technology and Computer Science
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2021
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vol. 12
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issue 2(32)
184-194
EN
The competences of an early school education teacher play an important role in the process of teaching and upbringing a child at this stage of education. In order to properly develop children’s skills, special attention should be paid to the role played by a competent teacher who guides pupils’ development, gives them knowledge about the world and prepares them for further learning. The aim of the article is to explain the importance of teacher competences in the work with children in early school education. The article has been written on the basis of a bachelor’s thesis, and the presented research results have been based on the responses obtained from the questionnaires addressed to early school education teachers and children’s parents. The research has shown that teacher competences at this stage of education play an important role in the teaching process. According to the respondents, the required competences include psychological, pedagogical, didactic, methodological, and substantive competences. Taking up this issue resulted from the experience gained during the internships, when it was observed that a competent teacher has greater opportunities to carry out educational tasks.
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Changes in the education of early school education teachers in Poland in the context of students’ anticipation of the profession

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Suświłło M.
Problemy Opiekuńczo-Wychowawcze
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2020
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vol. 587(2)
3-13
EN
In this study I describe the problem of changes in the education of pre-school and primary school (grades I-III) teachers in Poland, paying attention to the political and ideological as well as the philosophical context. I provide arguments for the need to care for the quality of education and the need for continuous teacher education. I draw attention to the David Clarke’s and Hilary Hollingsworth’s Correlation Model of Professional Development of Teacher, useful in this regard, and to the European context of solutions in this field. In the further part of the study, I consider the education philosophy of early school education teachers, citing for example Potulicka’s critical views on the neoliberal American philosophy, and providing a different approach of Bay Area Teacher Training Institute (BATTI) (also American), which assumes that the philosophy of teachers education is closely related to the philosophy of education. The second part of this article presents my own qualitative study on the self-anticipation of students regarding the profession of early school education teacher. As a result of the analysis of students’ essays, I selected several types of teacher: ‘professional’, ‘apprentice/constantly learning’, ‘artist/animator’, ‘friend of children and parents/authority’, ‘enthusiast/passionate, ‘constructivist’.
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Wzorzec osobowy nauczyciela edukacji wczesnoszkolnej – perspektywa nauczyciela

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Sosnowska-Bielicz E. M.
Lubelski Rocznik Pedagogiczny
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2019
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vol. 38
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issue 3
EN
Social expectations for early childhood education teachers are enormous. At the same time, it has to meet many requirements so as to create the best conditions for the development of its pupils. Therefore, the requirements for him are also high, both from direct superiors and increasingly demanding parents. Much research focuses on the expectations of parents (Jakubowicz-Bryx 2016) or students (Konopnicka 2011; Żegnałek 2008; Jurewicz 2015). The author of this article was interested in looking at this issue from the perspective of teachers themselves, for this reason she designed and carried out qualitative research on a group of early school education teachers and in the presented text presents their perspective of a model of early school education teacher. Conducted free interviews with elements of narrative and the obtained data and their interpretations in relation to the presented issue were presented in the form of a pyramid, where the basis are basic - basic features, the second most important for the respondents are the features defined as necessary and the last group are desirable features, and so those that in the respondents’ perspective help in work. In summary, a brief summary of the most important features building the personal pattern of an early school education teacher from the perspective of the teachers studied is presented.
PL
Oczekiwania społeczne wobec nauczycieli edukacji wczesnoszkolnej są ogromne. Jednocześnie spełniać ma on wiele wymogów, tak aby stworzyć najlepsze warunki dla rozwoju swoich podopiecznych. Dlatego też wymagania względem niego są również duże, zarówno te płynące ze strony bezpośrednich przełożonych, jak i coraz bardziej wymagających rodziców. Wiele badań skupia się na oczekiwaniach w stosunku do nauczyciela ze strony rodziców (Jakubowicz-Bryx 2016) czy uczniów (Konopnicka 2011; Żegnałek 2008; Jurewicz 2015). Autorkę niniejszego artykułu interesowało przyjrzenie temu zagadnieniu z perspektywy samych nauczycieli, z tego powodu zaprojektowała i przeprowadziła badania jakościowe na grupie nauczycielek edukacji wczesnoszkolnej, a w prezentowanym tekście przedstawia ich perspektywę wzorca osobowego nauczyciela edukacji wczesnoszkolnej. Przeprowadzone wywiady swobodne z elementami narracji, a uzyskane dane i ich interpretacje w odniesieniu do przedstawionego zagadnienia zostały zaprezentowana w postaci piramidy, gdzie podstawę stanowią cechy podstawowe – bazowe, drugą pod względem istotności dla badanych są cechy określone mianem niezbędnych, a ostatnią grupę stanowią cechy pożądane, a więc takie, które w perspektywie badanych pomagają w pracy zawodowej. W podsumowaniu zaprezentowane krótkie zestawienie najważniejszych cech budujących wzorzec osobowy nauczyciela edukacji wczesnoszkolnej z perspektywy badanych nauczycielek.
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Around Art Reception. A Model of Empirical Cognition of Early School Education Teachers’Attitudes to Modern Art - A Project Study

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Mazepa-Domagała B.
The New Educational Review
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2022
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vol. 67
117-131
EN
The paper results from considerations on art reception and reflection on the current position of art recipients, their dispositions, and behaviours towards modern artistic activity, including the emotional, cognitive and behavioural orientation of early school education teachers in modern art. It begins with reflections on modern art understood as artistic activity created based on various means of expression and avant-garde and neo-avant-garde artistic solutions, which reacts to the huge potential, possibilities, threats of the surrounding world, and the situation of the recipient of modern artistic activity. The study’s further part presents the basic findings on the theoretical and conceptual framework of the phenomenon and a model of empirical cognition of early school education teachers’attitudes towards modern art. The study is addressed to researchers of the subject area and pedagogues. Even though it can hardly be regarded as a handy compendium, it provides a theoretical base and a research perspective. Therefore, it can serve as a guideline for future research explorations.
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Identification of Attitudes of Early School Education Teachers towards Contemporary Art in Early School Education – Construction of a Research Tool by Design

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Mazepa-Domagała B.
The New Educational Review
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2023
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vol. 72
161-175
EN
This document is a continuation of the reflections on issues related to the phenomena surrounding the reception of contemporary art, initiated in the scientific study Around Art Reception. A Model of Empirical Cognition of Early School Education Teachers’ Attitudes to Modern Art – A Project Study. The article presents basic assumptions regarding the exploration of attitudes of early school education teachers towards contemporary art, and its main part is an attempt to present the author’s research tool in the form of a measure to identify the attitudes of early school education teachers towards contemporary art in the early school education process. The presented research tool consists of 50 test positions grouped in three dimensions: thoughts and beliefs about the characteristics of the object of an attitude, sensations and emotions associated with the object of an attitude, as well as actions and behaviours towards the object of an attitude, aimed at determining the attitudes of early school education teachers towards contemporary art in the early school education process within the following system: acceptance – ambivalence – rejection. The projected research tool is the initial proposal for further attempts by researchers of the subject to create their original tools for identifying audiences’ attitudes towards contemporary art.
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