Pedagogų kvalifikacines kategorijos įtaka ikimokyklinio amžiaus vaikų ugdymo

LTPedagoginio darbo tikslas tobulinti asmenybę, augančią kartą padaryti kultūros paveldėtoja, įdiegti teisingas materialines ir dvasines vertybes, todėl ugdytojui pridera būti turiningu žmogumi, o to pasiekti galima tik tobulėjant. Asmuo nusprendęs tapti pedagogu, prisiima atsakomybę nuolatos tobulėti, o tai veda link naujų kvalifikacinių kategorijų įgijimo. Tačiau ar tikrai aukštesnė kvalifikacinė kategorija garantuoja kokybiškesnį ugdymą? Atliktas tyrimas parodė, kad didžiajai daliai tėvų yra svarbus auklėtojos išsilavinimas, bet ne įgyta kvalifikacinė kategorija, tačiau visi tėvai ir pedagogai sutinka, kad auklėtoja turi nuolatos tobulėti. Patys pedagogai pastebi, kad aukštesnę kvalifikacinę kategoriją turintis pedagogas kokybiškiau ugdo vaikus, tačiau ugdymo kokybę sąlygoja ne įgytas dokumentas (kvalifikacinė kategorija), o pats procesas - pedagogo tobulinimasis. Prasminiai žodžiai: pedagogų kvalifikacija, ugdymosi kokybė, bendradarbiavimas. [Iš leidinio]

ENThe study analyses educator's competencies and life-long learning and professional development which is according to V. Stanišauskienė (1997), A. Railienė and O. Merfeldaitė (2012), a cornerstone of successful work and career, especially in the field of education. and this A person who decided to become a teacher assumes the responsibility of continuous development (the Law on education, 2011) and this leads to acquisition of new qualification categories. From the theoretical point of view, the higher is the teacher's qualification, the higher is the quality of education he (she) delivers, but there are uncertainties about how it really works in practice. Review of the scientific literature showed that there are no studies what is the impact of preschool teacher's qualification category on the quality of pre¬ school aged children's education and parents' attitude towards it. Therefore, this gives a reason to treat this issue as a novelty. As a result, the following concerns have been revealed: what do actually educators think about the influence of their qualification on the quality of pre-school aged children's teaching/learning?. [From the publication]Is it true, that the educators with higher qualification category deliver education of a higher quality? Do parents give a higher priority to the educator's qualification? The objectives of the research: To justify the impact of qualification category on the quality of pre-school aged children's education; to perform an empirical research and to present the findings of the research. With reference to the research findings it was revealed that for the majority of parents the higher priority is educator's professional competencies, education but not a qualification category acquired. All parents and educators agree that educators need to be continually engaged in ongoing professional development. Educators recognize that a teacher with a higher qualification category is able to advocate for quality education for all children and that quality pedagogy is implemented by participating in a variety of personal and professional development opportunities instead of documenting the evidence of the qualification category acquired. Keywords: teacher qualification, educational quality, cooperation. [From the publication]