Kogo najchętniej zatrudnię - czyli o oczekiwaniach dyrektorów szkół specjalnych i integracyjnych wobec absolwentów pedagogiki i pedagogiki specjalnej

The study aims at presenting and interpreting non-formalized current expectations of head teachers in two types of institutions (special and integrated schools) concerning the competences and some personality traits of future teachers. The discussion results from the information collected in a group debate with the participation of head teachers and academic research workers who design authorial university courses in pedagogy. The main thesis is comprised in the claim that the colloquial knowledge reveals new areas of expectations from teachers. These areas go beyond the scope of competences included in well-recognized typologies based on scientific knowledge (and also constituting its element) of the obligations, functions, competences, and qualifications of teachers. what is assumed is that the head teachers' interpersonal expectations create the reality of the institutions supervised by them. Thus, another assumption is made that recognizing these expectations is an introduction to the diagnosis of teachers' actual competences, especially those which have been shaped in the rich practice of everyday interactions. The work consists of several parts. The first refers to the category of expectations raised due to educational needs. The second part comprises basic information on the education of teachers prepared for work with learners with special educational needs. The essence is the presentation and interpretation of head teachers' current expectations concerning the competences of employed teachers viewed from the applied standpoints towards perceiving special educational needs. Some issues concerning colloquial knowledge and its significance in constructing the knowledge on education have been also discussed. The whole is completed with final conclusions