Elementary Education in Theory and Practice

A review of contemporary pedeutological literature allows to notice three qualitatively different ways of thinking about the teacher. The "adaptive technician" works according to proven, repeatable patterns, perceiving himself as a transmitter of knowledge. The "reflective practitioner" critically reflects on his/ her work as well as the structure of one’s own beliefs, assumptions made and achieved results. The "transformative intellectual" is socially minded, open to innovation, consciously shaping the wisdom of its students, independent and critical of ready-made patterns and scenarios of conduct. To what extent do the above-mentioned models of functioning apply to preschool and elementary teachers? We invite researchers and practitioners to scientific reflection on the competences needed by contemporary teacher of a small child. What epistemological, ontological and axiological assumptions/ beliefs do teachers apply in their work? How do the social context/ institutional climate/ mental culture of the school shape expectations towards the teaching profession?