| Abstract [eng] |
One of the most important priorities in preschool educational institutes is the confirmation of preschool education’s quality. The biggest part of preschool education’s quality depends on teachers’ practice effectiveness. This final work of master’s degree has disputed the conception of preschool education’s quality; the role of pedagogue has been highlighted while making preschool education’s quality in the best level. The importance and specialties of practice quality’s self-assessment have been educed. The empirical research has been made, in which the pedagogues’ attitude towards their own practice self-assessments were analysed, and the nowadays models of evaluation have been identified. According to the empirical research’s results the dominant tendencies and the condition of practice quality’s self-assessment have been estimated. The object of the work: the condition of preschool teachers’ practice quality’s self-assessment and the attitude towards the importance of their own practice quality’s self-assessment. The aim of the work: to find out the condition of preschool teachers’ practice quality’s self-assessment considering their attitudes toward it. The methods of the work: the analysis of literature, the written questioner for preschool teachers and the processing of statistic data. The 182 preschool pedagogues were participating in this survey. The results of the research show how the preschool pedagogues participate in their own institution practice’s estimation and self-assessment’s processes. The hypothesis, that for preschool teachers the self-assessment of their practice quality is important, has been proved. However, preschool teachers use self-assessment of their practice and quality’s estimation quite rarely, because there are no methods and models of self-assessment. |
