Teachers’ understanding of the role of key competences in working with children: a study of the perceptions of early years educators in Southern Poland

Abstract

ABSTRACT The nature of education has changed significantly in Poland recent years based on the rapidly changing reality of political, social and professional life and greater emphasis has been placed on a communicative model of teaching which has required the development of new sets of skills or competences by teachers. In this study research on the competences of early school education teachers was carried out in primary schools in the southern part of Poland in the area of Silesian Voivodship. A diagnostic survey was applied as a way of collecting information about the state of social awareness, opinions and views of the community of teachers. The research used a survey questionnaire (self-assessment) directed to a representative sample of 121 active early years teachers. The study analysed the respondents’ answers to four questions about the factors, activities, nature and role of competences in the work of a leading teacher, who is a form teacher of children in classes I–III. The results show the importance of early years teachers placed on different sets professional competences especially in relation to the preparation of the best materials for curriculum delivery, pupil motivation, and classroom organisation.