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PROFESSIONAL ACTIVITIES OF KINDERGARTEN TEACHER AFTER CHANGES IN PRE-SCHOOL EDUCATION

R. Burkovicova

Abstract

Czech society has gradually formulated a number of requirements in its educational policy area especially in the last two years. Pre-primary school is associated with these 3 items: Pre-primary school 1) attendance became mandatory for children in their last year before entering primary school, 2) two-year old children get enrolled. 3) Pre-primary school was tasked with jointly educating all children within mainstream schooling. The research objective was to determine whether the requirements concerning the pre-primary school transform the pre-primary school teachers' professional activities that teachers perform in direct contact with children during pre-primary school hours; or how. At the most general level, the objective was to contribute to the current state of knowledge of the pre-primary school teacher's profession. It was assumed that the implementation of the aforementioned societal requirements regarding the pre-primary school influenced pre-primary school teachers' professional activities. It was assumed that they especially affected the contents of activities completed during the day, including the activities’ lengths. The research was undertaken in two periods of the school year 2016/2017 by means of written records of teachers' statements about their own professional activities. The researched group consisted of 170 teachers with acquired “pre-primary school” qualifications who worked full time with pre-primary school children within the school system. The teachers' statements about their own professional activities before and after the implementation of the societal requirements were processed through a paired t-test. The t-test results were evaluated at a standard 5% level of significance (?). The implementation of the aforementioned requirements of Czech society in pre-primary school child’s education affected the activities of the pre-primary teachers in terms of their length during all parts of the day. The frequency of the professional childcare based on the child’s analysed needs professional activity increased. The frequency of the direct pedagogical activity according to a prepared educational project or its part professional activity decreased.

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DOI resolver: doi.org/10.5593/sgemsocial2017/34/S13.058

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