Presence or Absence of Cognitive Partnership in Early School Education: Research Report
Presence or Absence of Cognitive Partnership in Early School Education: Research Report

Summary/Abstract: The main aim of the article is to present the results of preliminaryqualitative research on the ways in which teachers of grades 1–3 ofprimary school understand cognitive partnership and the meaningsthey assign to it in their own school practice. The method of individualopen-ended interview was used in the research.On the basis of the obtained research results, it can be concluded that,in the opinion of the respondents, cognitive partnership is possibleand even necessary in early school education. The teachers’ declarationsshow that cognitive partnership is present in their educationalactivities, but it is impossible to fully implement it due to the cognitivedevelopmental features of children at the early school age. Thevast majority of the respondents, when explaining the discussed concept,focused in their statements primarily on the intellectual aspect ofcognitive partnership, but the importance of social relations betweenthe teacher and the student/students in the process of gaining knowledgewas emphasized less frequently. When explaining the concept ofcognitive partnership, the surveyed teachers most often focused unilaterallyeither on the teacher’s actions or on the child’s activities thatindicate cognitive partnership. The understanding of the discussedconcept as a system of relations between the subjects of education,who co-decide about the course and effects of the education process,occurred much less frequently. The obtained results are a contributionto conducting further in-depth research, especially with regard to theplace and manner of implementing the idea of cognitive partnershipin the practice of early school education.

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