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Sposoby funkcjonowania nauczycieli w zmianie edukacyjnej (Ways of functioning of preschool teachers and educational change)

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Grochowalska M.

Rocznik Komisji Nauk Pedagogicznych

2014

issue LXVII

75-86

This article deals with some aspects of the institutional functioning of the nursery school. I try to identify and analyse some of the likely consequences for early childhood education of the divergent objectives - real and assumed - inscribed into the preschool teacher’s activities. My considerations are focused upon three points. I start with describing the importance of the educational institution for the teacher of a small child, a role which provides the context for my own research results. I endeavor to determine the aftermath which may result from the divergence between formal requirements ser forth by pre-school education and the teacher’s involvement aimed at doing something new. I demonstrate that structural and temporal constraints laid upon teachers will engender unintended effects exposed in their narration on the education. In the final part of the text, I show an attempt at interpreting the teachers’ actions by making use of R Boudon’s inversion effect.

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1 Rocznik Komisji Nauk Pedagogicznych

1 Grochowalska M.

1 2014

Search results

Sposoby funkcjonowania nauczycieli w zmianie edukacyjnej (Ways of functioning of preschool teachers and educational change)