Ikimokyklinio ugdymo pedagogų profesinės kompetencijos: diagnostinis aspektas
Professional Competences of Preschool Teachers: Diagnostic Aspect

Summary/Abstract: Straipsnyje nagrinėjamos ikimokyklinio ugdymo pedagogų profesinės kompetencijos. Teoriškai pagrindžiama bendrųjų ir profesinių kompetencijų samprata ir svarba ugdymo kokybei. Mokslinės literatūros apžvalga leidžia teigti, kad Lietuvoje vis dar stokojama teorinių / eksperimentinių studijų, skirtų ikimokyklinio ugdymo pedagogų kompetencijoms ir jų kaitos analizei. Jurašaitės-Harbison (2004, 2006, 2007) atlikti tyrimai bent iš dalies šią spragą užpildo, todėl remiantis šios autorės parengtu Lietuvos ikimokyklinio ugdymo pedagogų profesinių kompetencijų modeliu (2004) buvo atliktas diagnostinis tyrimas. Ikimokyklinio ugdymo pedagogų nuomonė apie jų profesinių kompetencijų sistemos reikšmingumą buvo analizuojama siejant ją su pedagogų įgytu išsilavinimu, kvalifikacijos tobulinimo kursų intensyvumu, gyvenamąja ir darbo vieta. The paper analyses professional competences of preschool teachers. The concepts of general and professional competences are argued and their importance for the education quality is discussed as well. Following the scientific data it is possible to state that there is still a great lack of both theoretical and empirical studies/surveys exploring preschool teachers’ professional competences and their development. Jurasaite-Harbison’s (2004, 2006, and 2007) findings proposed the idea of diagnostic research organization. Thus the representations of preschool teachers’ attitudes towards the meaning of professional competences were associated with their education obtained, the intensity of qualification improvement courses, and living/working place. While analyzing the empirical data, it was determined that such competences as educational wisdom, activity prognosis and planning, and educational communication and collaboration were mainly accepted as meaningful only by those teachers who have higher education degree and attend qualification improvement courses. Other competences, such as changes of preschool education and organization of educational process were evaluated rather highly by all preschool teachers despite their education degrees or intensity of qualification improvement course attendance. The results of the research show that teachers’ representations in terms of importance of professional competences along with education quality are mainly determined by living/working place (local variable). Suburban area teachers have ranked the importance of professional competences much higher than their colleagues from larger cities. It is stated that the direction of ‘Collaborative Learning’ of learning in cooperation is closer to training for professional activity, which is a social action.

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