Pedagogical Studies and Preparation for the Teaching Profession. Qualitative Research Report: Perspective of Male Preschool Teachers

Abstract

Working as a teacher requires obtaining appropriate qualifications and acquiring knowledge and competences during university studies. Although the importance of teacher education quality is emphasized, many problems related to this process are pointed out. The objectives of the qualitative research were to recognize and understand the male preschool teachers’ experiences during pedagogical studies and recognize their assessment of the quality of preparation for the teaching profession from the perspective of time, and thus to answer the questions: How do male preschool teachers perceive and evaluate studying in pedagogy? How do they evaluate their own situation during studies? What are their proposals of changes in teacher education? Research using narrative interviews was conducted in 2019 and 2020 among 18 male preschool teachers from Poland. Based on the analysis and interpretation of the research material, the categories describing male perception and evaluation of pedagogical studies as well as evaluation of male situation during studies and proposals of changes were distinguished. The research results indicate that male teachers severely evaluate pedagogical studies and make demands to improve their quality. The narratives were referred to the social constructivism and the interpretive paradigm. It was indicated that male teachers, by reflecting on the quality of pedagogical studies and proposing solutions, fit into the model of a reflective practitioner.