What do early childhood education teachers believe in? – analysis of the declarations regarding selected aspects related to the school
Abstract
The article presents the results of research on beliefs that are important for a teacher’s work style. The aim of the project was to get to know, describe and explain thinking about a child, an early education teacher and school. The written statements were sentences completed by the respondents, and the analysis used the assumptions of selected theoretical approaches and concepts, i. e. the theoretical approaches to a teacher and Jerome S. Bruner’s models of mind and pedagogy. For most of the research participants, the teacher was a structure of perfect qualities, and for few respondents she/he was an autonomous, unique individual whose source of knowledge was primarily personal experience. In the opinions of several teachers, the concept of a professional role understood as specific norms and values related to the position held was crucial. In the opinion of most research participants, a child is a learning entity, motivated to learn, and some respondents perceived him/her as a being that needs to be shaped. The conducted research indicates that there is a need to create a cultural space for (future) teachers that is conducive to learning about their own beliefs and experiencing confrontation with scientific knowledge.
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