ABSTRACT

In the survey conducted among graduates of pedagogical faculties of four universities: in Poland, the Czech Republic, Slovakia and Ukraine, differences were found in the self-assessment of professional competence acquired in the course of studies. This study contributes to future deliberations, emphasising the importance of curricular and systemic changes, i.e. moving away from the system of teacher education in the 3 + 2 model (3 years of undergraduate studies /BA/ + 2 years of graduate studies /MA/). The right to exercise the teaching profession should be vested in a person with a uniform master’s degree programme.

The findings point to the need to develop tools to assess the professional competence of future teachers. The interview or the job interview itself does not fully reflect the real skills for the profession. For example, pedagogical talent and personality predispositions of candidates for teachers are not examined.

This survey is of great importance for educational authorities, as well as for the design of teacher education programmes and for school teachers across Europe. It concludes by calling for greater control and selection in the recruitment of students of pedagogy, in particular pre-school and early school education.

摘要

在对四所大学的教学系毕业生进行的调查中：波兰，捷克共和国，斯洛伐克和乌克兰，发现在学习过程中获得的专业能力自我评估存在差异。这项研究有助于未来的讨论，强调课程和系统变化的重要性，即在3 + 2模式（3年的本科学习/ BA / + 2年的研究生学习/ MA /）中脱离教师教育体系。从事教学专业的权利应授予拥有统一硕士学位课程的人。

调查结果表明需要开发工具来评估未来教师的专业能力。面试或工作面试本身并不能完全反映该行业的实际技能。例如，没有检查教师候选人的教学才能和人格倾向。

这项调查对于教育当局，教师教育计划的设计以及整个欧洲的学校教师都非常重要。最后，呼吁在教育学学生，尤其是学前教育和早期教育的招生中加强控制和选择。