Self-Assessment of the Professional Competence of Preschool Teaching Student (original) (raw)
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One of the most important tasks in the 2022 UNESCO report is the preparation of teachers in the field of higher education, which is oriented towards the improvement of professional competence. The teacher is described as a creator of knowledge, and as a central person in educational and social transformation, while knowledge and learning are described as the basis of renewal and transformation. Opportunities for meaningful and high-quality education should be available at every stage of a person's life. Preschool education is the first level of education and is where a child gains first knowledge, skills, and experience about the world around them. The preschool teacher and their professional competences are of particular importance in this cognitive process. Using the teachers' professional competence assessment tool (survey), this study analyses the self-assessment of future preschool teachers' professional competence in the planning, implementation and evaluation of the learning process. Our results show that the survey that we created can be used as one of the tools for the evaluation of the teacher's professional competence. In addition, the professional competence of future preschool teachers can be promoted in the study process in the unity of theory and practice. From the survey, it can be concluded that the planning, implementation and evaluation of the learning process interact and are mutually dependent components of the teacher's professional competence. In the data analysis, it was found that the professional competences of preschool teachers are strengthened, which helps to identify the individual needs of children and to plan, implement and evaluate the learning process in accordance with them.
Teachers’ Professional Competence and Their Evaluation
The reform process of Slovak system of education requires a professional discussion aimed at enhancing the quality of the teacher's professional performance in the context of the pupil's needs and overall optimization of the education system, including qualitative changes in the content and organization of education as well as a change in the social status of teacher. one of the topics discussed was the possibility of increasing the quality of the teacher's performance by mapping them to the requirements of the teacher's professional competency profile. a team of experts from constantine the philosopher university in nitra (Slovakia) has been addressing this issue in the form of a research project Evaluation of Teacher Competences, which focuses on the development and design of a comprehensive evaluation model and tools for evaluating different teaching
International Journal of Instruction, 2023
The goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers' competence and to explore dimensions of preschool teachers' competence from the students' perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191 participants, student teachers that were at the moment of the research at the end of their master's ECEC program. Answers were collected via online questionnaire. The collected results suggest a conclusion that preschool teachers at the end of their ECEC study program are centred towards their performance, or the aspect of "what we do" in everyday work. They focus on the child and the child's environment (both physical and social). On the other hand, they are less involved and prepared for acting at the level of the education system and contribution to the improvement of educational theory and policy. They perceive four dimensions of preschool teachers' competence: theory, practices, beliefs and learning environment and relationships.
SHS Web of Conferences, 2020
The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable levels of professional competence (in the field of personal qualities, in the field of providing an informational basis for activity, and in the field of developing a program of activity and making pedagogical decisions). It creates guidelines for organizing in institutions the conditions necessary for the professional development of teachers, raising their qualifications, helping them not onl...
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The purpose of this study is to investigate pre-school teachers’ training needs according to the actual early childhood curriculum. Using the questionnaire, we draw the recent theory and research of the preschool curriculum that outlines the main teacher`s role on personal professional training. This tool should analise the educators six professional competences - three transversal competences according to the European Qualifications Framework descriptors and minimal performance standards for competences evaluation and RNCIS grid as well. We use the questionnaire to investigate the role of acquiring and developing transversal competences of the educator’s profile process who teach in early childhood stage. This will get statistic results regarding their initial and professional training and also of the proces of their self-evaluating performance and the need of improving competences. Teacher`s professional development represents as far as the teaching career the context of Romanian ...
Teachers' perception of their competences and professional education -empirical study
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In the article the authors intend to refer to the empirical study concerning teach-ers' perception of their education and needed competences� The surveyed group consisted of 72 teachers from different educational institutions (mostly primary and secondary schools)� The first part of the article deals with the latest standards of teachers' professional preparation based on legal regulations� The subsequent part is the analysis of the obtained data which contributed to important conclusions and practical indications�
The paper presents two approaches to the preschool teachers' competences issue. The approaches are based on the different understanding of the nature of educational practice, the nature of preschool teachers' profession and their professionalism. Technocratic approach is based on comprehension of professionalism as the implementation of specific knowledge and skills in one's professional practice. The ideal professional practice is defined as the evidence based practice. The emphasis is on the accumulation of the competences. There is a defined list of competences which a preschool teacher should have. This list contains isolated knowledge, skills and attitudes. It is derived from the set education outcomes, focused on the individual preschool teacher and has a controlling function.Contrary to the above, a systemic approach to the preschool teachers' professionalism is based on the recognition of the preschool teacher profession as the ethical practice of the responsible engagement. A preschool teacher's practice is seen as changeable, dynamic, contextual and highly challenging. Competences are determined as a system of interconnected and interactive knowledge, skills and values. A preschool teacher's competence stems from and relies on the competence of the institution and the entire education system.
New Perspectives in the Professional Competence Formation of the Primary Education Teacher
Educatia 21, 2019
Changes in contemporary society demand modifications, adaptations in education. Therefore, by implication, the teaching profession needs reconfigurations to meet the demands of any modern society. The teachers are the ones preparing the next generations of students for efficient professional integration and complex personal development; hence the teaching profession must be in a permanent dynamic. This profession has a certain specificity and a very strong social impact, which is why it requires a number of different specific competences. Due to the complexity of the teaching profession, it was very difficult to structure and summarize the competences that define this field of activity. Regardless of the age level they are addressed to, the professional competences of the teaching staff must be well trained and developed. The social and professional evolution of each student depends on the quality of the educational action. The diversification of the areas of competence in the didactic profession is a must in order to reach a high-quality level in the didactic activity. In this study, areas of competence from the perspective of professionalization of the professional competence of the teacher, but also recent studies that add new skills to this professional field, required by the current society, shall be presented. Thus, primary education teachers, and not only, must be under continuous training.
R&E source, 2024
In the introduction of the paper, the issue of the quality of technical education from the point of view of the professional competence of teachers, with a focus on undergraduate preparation of future teachers and their successful performance in their future careers, is discussed. Further, in more detail, the authors analyse study programs, including the teaching subjects incorporated into them, of pre-primary and primary education at three universities in Slovakia concerning the content and goals of the educational area Man and the world of work. Results of their comparative analysis have shown significant differences in the teacher trainee preparation at the concerned universities. As to the bachelor study programs, these correspond with the topics of the educational area. In the master study programmes, the topical units of the educational area are indicated indirectly in the frame of the learning outcomes. At the same time, the emphasis is put mainly on didactical aspects.
Bulgarian Comparative Education Society, 2014
Starting from the point of view of how the articulation and examination of personal values, beliefs and attitudes can stimulate the process of better understanding and the development of professionalism as well as the development of professional identity of preschool and primary school teachers, the main aim of this study was to explore the self-perceptions of primary school and preschool teachers about three characteristics that characterize the most quality teacher. The study included 140 teachers and 67 preschool teachers from the Istria and Primorsko-goranska County and 73 primary school teachers from the Primorsko-goranska County. Preschool teachers emphasize creativity, empathy and flexibility as the three most important characteristics of quality teachers, while primary school teachers mention knowledge and competencies for working with children, creativity and fairness. The study showed the most significant self-perceived desirable professional and personal characteristics o...