Profese učitele pohledem začínajících učitelů 1. stupně ZŠ – zodpovědnost a radost
DOI:
https://doi.org/10.14712/23362189.2020.1687Abstrakt
Vstup do praxe a vnímání prvních let v praxi začínajícími učiteli se těší relativně velkému výzkumnému zájmu. Tyto výzkumy se však obvykle nezaměřují na zkoumání problematiky učitelů primárních škol, přestože jejich specifičnost – mj. vzhledem k multidimenzionální a multioborové přípravě a výukové praxi většinou vázané na jeden třídní kolektiv – může přinášet jejich odlišné vnímání a prožívání prvních let v praxi, a tudíž i jiné potřeby v oblasti jejich podpory. V příspěvku jsou prezentovány výsledky dotazníkového šetření mezi absolventy studijního programu Učitelství pro 1. stupeň základní školy Pedagogické fakulty Univerzity Karlovy zaměřeného na vnímání profese učitele v prvních letech praxe. Respondenti vykazují pozitivní vztah k profesi, vypovídají o tom, že jim povolání učitele přináší radost a naplnění. Zároveň si uvědomují velkou zodpovědnost, kterou toto povolání přináší. Z jejich výpovědí je zřejmé silné citové napojení na děti, třídní kolektiv a zainteresovanost v oblasti rozvoje poznávání dětí mladšího a středního školního věku. Citlivě vnímají nedocenění důležitosti a náročnosti profese společností.
Klíčová slova: začínající učitel, učitel 1. stupně ZŠ, vnímání učitelské profese, vstup studentů učitelství do praxe
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