CHANGES IN THE EDUCATION OF EARLY-SCHOOL TEACHERS IN POLAND IN THE CONTEXT OF STUDENTS’ ANTICIPATION OF THE PROFESSION
Published: 13 Oct 2019
Abstract: In this research paper I raise the problem of changes in the education of nursery school and early school (forms 1 to 3) teachers in Poland, paying attention to the political and ideological as well as the philosophical context. I provide arguments in favour of the need to care about the quality of education and continuous professional improvement of teachers. I draw attention to David Clarke and Hilary Hollingsworth’s Correlation Model of Professional Teacher Development, helpful in this aspect, and to solutions applied in this area in Europe. Furthermore, I consider the philosophy of early education teacher training, citing for example Potulicka’s criticism of the American neoliberal philosophy, and providing an example of a different approach (also American), developed at the Bay Area Teacher Training Institute (BATTI), which assumes that the philosophy of educating teachers is closely connected with the philosophy of education. The second part of this article presents my own qualitative study into the anticipation of students regarding the profession of an early education teacher. An analysis of essays written by students enabled me to distinguish several types of teachers: ‘a professionalist’, ‘a teacher trainee/constantly learning’, ‘an artist/an animator’, ‘a children’s and parents’ friend/an authority’, ‘an enthusiast/a passionate teacher’, ‘a constructivist’.
Keywords: early education teacher, education, change, development
Cite this article: Małgorzata Suświłło. CHANGES IN THE EDUCATION OF EARLY-SCHOOL TEACHERS IN POLAND IN THE CONTEXT OF STUDENTS’ ANTICIPATION OF THE PROFESSION. Journal of International Scientific Publications: Educational Alternatives 17, 146-154 (2019). https://www.scientific-publications.net/en/article/1001980/
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