Theory or practice? Controversy around
training teachers of pre-school and early
school education
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Uniwersytet Łódzki
Katedra Pedagogiki Wieku Dziecięcego
Publication date: 2017-12-31
JoMS 2016;31(4):11-26
KEYWORDS
ABSTRACT
The article presents divagations on the issue of modern approaches to training
teachers of young learners, i.e. tutors working in nurseries and the first grades of
primary schools. The main thesis advanced by the author is to present the position
of theory and practice in the education system aimed at this group of teachers.
According to the author, nowadays there is a great need for the revision of binding
strategies and assumptions, which are the foundations of the teacher training process,
and for the redefinition of their professional functions and roles. The author supports
the concept of tight interaction between theory and practice, and between the place
where practical training takes place and the educational institution. This is the only
approach that renders it possible for students to correct their personal theories of
operation and it also allows for a real alternative to the traditional technical and
rational approach to teacher training to be developed. Practical training of future
teachers should then be perceived as a source of hands-on professional knowledge
and not as the application of remembered rules and principles. When developing
her own concept of training teachers of early school education, the author mainly
applies the conception of reflective practice by Donald A. Schön and the concept
offered by J.E. Russell. The article concludes in the presentation of the project of
a new major called Childhood Education, prepared by the Department of Nursery
and Early-School Education at the University of Lodz.