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THE PROBLEMATIC OF ENTRY IN PRACTICE FROM THE POINT OF VIEW OF STARTING AND STATE TEACHERS

E. Smelova, R. Svanhalova, K. Vankova

University Palacky in Olomouc, Faculty of Education (CZECH REPUBLIC)
The development of society is linked to a number of changes and constant reforms. These changes do not always take the form of life values, they are also changes that relate to the functioning of different institutions, such as a kindergarten. In the course of history, teacher education has evolved, with changes in the way teachers should look and what they should control in their profession. The main aim of this paper is to verify, based on quantitative research methods, what problems beginning kindergarten teachers face in their practice and what are their strong sides when they enter their practice. The partial aim of the research is therefore to find out in what area the beginning teachers are best prepared by the university and which area is rather neglected within the university studies. This issue is also assessed from the point of view of the introducing teachers. A questionnaire, which consists of open and closed questions, was chosen as the main research tool. The obtained data were statistically processed and statistical hypotheses was verified. Data were processed using well-arranged graphs and statistical tests. The results can be used as an argument for revision of the curriculum, or as a notification for beginning teachers, what they should be careful about when entering their practice.