University Preparation of Graduates of Pedagogy to Act as an Early Childhood Education Teacher. Self-Assessment of Polish, Czech, Slovak and Ukrainian Students

Autor/inn/en	Kruszewska, Aleksandra; Fasnerová, Martina; Bernátová, Renáta; Lavrenova, Maria
Titel	University Preparation of Graduates of Pedagogy to Act as an Early Childhood Education Teacher. Self-Assessment of Polish, Czech, Slovak and Ukrainian Students
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 2, S.237-249 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruszewska, Aleksandra) ORCID (Fasnerová, Martina) ORCID (Bernátová, Renáta) ORCID (Lavrenova, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1895265
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Early Childhood Education; Young Children; Graduate Students; Self Evaluation (Individuals); Teacher Competencies; Teacher Role; Role Perception; Job Skills; Knowledge Level; Career Readiness; Professional Development; Internship Programs; Foreign Countries; Poland; Czech Republic; Slovakia; Ukraine + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrkunst; Lehrerrolle; Role conception; Rollenverständnis; Produktive Fertigkeit; Wissensbasis; Berufspraktische Ausbildung; Ausland; Polen; Tschechische Republik; Slowakei
Abstract	In the survey conducted among graduates of pedagogical faculties of four universities: in Poland, the Czech Republic, Slovakia and Ukraine, differences were found in the self-assessment of professional competence acquired in the course of studies. This study contributes to future deliberations, emphasising the importance of curricular and systemic changes, i.e. moving away from the system of teacher education in the 3 + 2 model (3 years of undergraduate studies /BA/ + 2 years of graduate studies /MA/). The right to exercise the teaching profession should be vested in a person with a uniform master's degree programme. The findings point to the need to develop tools to assess the professional competence of future teachers. The interview or the job interview itself does not fully reflect the real skills for the profession. For example, pedagogical talent and personality predispositions of candidates for teachers are not examined. This survey is of great importance for educational authorities, as well as for the design of teacher education programmes and for school teachers across Europe. It concludes by calling for greater control and selection in the recruitment of students of pedagogy, in particular pre-school and early school education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01