Abstract:

Teachers’ preparation for being responsive in relation to child developing in the contemporary world requires the change in the attitude towards educators’ training. Presented conception responds to problems and new challenges within the range associated with training of kindergarten and pre-school teachers that were diagnosed during long-term discussions within the scientific communities in Poland as well as resulted from experiences of control accreditation and certification institutions for quality of education for universities (The Polish Accreditation Committee).
Theoretical basis of model results from the scientific researches and reflections of Polish and foreign pedeutologists (refer to the concept of reflective practitioner by D. Schön (1983), teaching of thinking skills by D. Perkins (2006), the theory of successful intelligence by R. Sternberg (2009) as well as to the conception of transgressionism by J. Kozielecki (2001; 2002; 2004).
Together with the change in teachers’ training strategy in Poland there were determined the conceptual framework for teacher’s competencies relating to two key spheres of their professional functioning: 1/ within the frame of knowledge and skills of professional character, 2/ within the sphere of developing the relations with themselves and the others. The major assumption of described model for training the teachers of kindergarten and pre-school education (classes 1 -3) elaborated by Ministerial project for years 2017-2018 is multi-disciplinary integration of education around the basic tasks which are faced by teachers in their every-day practice. Then the following aspects play a decisive importance: integration of contents of individual module classes realized at the university (classes concerning subject, methodical, psychological and social knowledge) with the school practice, constructed on the foundation of individual care over student.
Consultations over the model conceptions were made in seven Polish cities and included focus group interviews with academic teachers, school directors, education supervisors, teachers and students (all together 1200 people). Surveys consisted of three stages: initial discussion (diagnostic probe – analysis of expectations, needs and opinions of experts and communities), preparation and dissemination via Internet of the model conceptions prepared by experts, and final discussion. Research questions were concentrated on three major problems: competence profile for elementary education teachers, selection to teachers profession and methods of teachers training.
Results of researches were subjected to transcription and qualitative categorization. The whole process presented in the paper as to the validation of conception by consultations in academic and teachers communities indicates the relevance of the conceptual change in the attitude towards teachers training within the frame of education effects/standards (competency development in pedagogical and didactic diagnosis, personalization of education – application of tutoring, stimulating communicativeness, reflectiveness, creativity, responsibility and independency at future teachers) as well as studies organization (duration time – only for five-year uniform studies and training forms – in compliance with the separate standards for kindergarten and pre-school education).

Keywords:

Preschool and kindergarten teachers, education policy in Poland, teachers qualifications and competencies.