Kvalifikace učitelů mateřských škol v perspektivě současných trendů předškolního vzdělávání
| Title in English | The qualification of preschool teachers througthe perspective of current trends in preschool education |
|---|---|
| Authors | |
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | Studia Paedagogica |
| MU Faculty or unit | |
| Citation | |
| web | https://journals.phil.muni.cz/studia-paedagogica |
| Doi | https://doi.org/10.5817/SP2025-1-4 |
| Keywords | qualification; quality; professionalization; preschool education; preschool teacher |
| Description | The aim of this study is to analyze the development of qualification requirements for preschool teachers in the Czech preschool system from a historical perspective and to place it in an international context. The study examines current transformations in preschool teacher preparation, viewing the professionalization of this profession through the lens of professionalization theories and competency models. The selection of information sources is based on an extensive review of Czech and international international academic literature, primarily of Western European origin, reflecting research on teacher qualification and professionalization in early childhood education. The analysis indicates that the existing research has most frequently been conducted within the paradigm of formal qualification (Model 1), less frequently in terms of gathering evidence on the effectiveness of pedagogical interventions in child development (Models 2), and only sporadically focusing on the observation of teachers’ actual professional behavior (Model 3). The study concludes that while the state formally recognizes the increasing demands on the preschool teaching profession, the decision to pursue higher qualifications remains largely voluntary for individual teachers. In this context, the authors recommend further research into the relationship between teacher qualification and the quality of preschool education. Such research could contribute to informed decision-making in educational policy. |