Reflection: the way towards professional identity and an important resource about the selfperception of preschool programme students and their mentors in public kindergarten

Izhajajoč iz spoznanj Korthagna (2004), da za uspešno poklicno delovanje niso dovolj izključno pridobljene kompetence, pač pa tudi reflektiranje svojega poklicnega poslanstva in identitete, samoizpraševanje o lastnem doživljanju poklica, prepričanjih in vrednotah ter razlogih za opravljanje poklica, nas je zanimal vsebinski vidik vodene refleksije kot aktivne konstrukcije in rekonstrukcije poklicne identitete pri študentih predšolske vzgoje in njihovih mentorjih % vzgojiteljicah v vrtcih. V skladu z realističnim pristopom (Korthagen 2001) smo na podlagi kvalitativne študije ugotavljali razlike med zaznavami mentorjev in študentov glede njihove poklicne identitete, občutka kompetentnosti ter vsebine identificiranih potreb glede profesionalnega znanja. V raziskavi je sodelovalo 50 študentov prvega letnika programa predšolska vzgoja Univerze na Primorskem, Pedagoške fakultete in 50 mentorjev študentom na praksi v javnih vrtcih po Sloveniji. Ugotavljamo, da študentje v primerjavi z mentorji pogosteje izražajo potrebe, ki so v povezavi s konkretnimi procesnimi znanji. Odgovori mentorjev so po drugi strani bolj splošni, vsebinsko manj opredeljeni, poklicna kompetentnost pa je pogosto utemeljena z dosedanjimi delovnimi izkušnjami. Študija pomembno prepoznava tudi potrebe po znanju s posameznih vsebinskih področij in posledično ponuja možnost za revidiranje dodiplomskih študijskih programov in pripravo programov dodatnega strokovnega usposabljanja.This article reports on a qualitative study that explored the professional identity of a preschool teacher and preschool-teacher student, their professional beliefs and identified needs for their professional knowledge. According to Korthagen\u27s realistic approach (20012004) self-concept and teacher\u27s reflection can have a decisive influence in the way they function in everyday working situations. Study identified differences in students\u27 and mentors-educators\u27 perceptions of professional identity, a sense of competence and needs for professional education. The research involved 50 students of preschool teacher program, University of Primorska, Faculty of Education and 50 mentor-educators preschool teachers in public kindergartens in Slovenia. Results inducted that preschool-teacher students often reflect the needs that are directly related to the specific substantive procedural knowledge. But on the other hand, we found that mentors often reflect their knowledge as sufficient, report need for professional knowledge that is substantially less defined and their professional competence is often justified with their previous work experiences. The study also identifies reported needs for professional knowledge in particular subject areas, and consequently offers the opportunity to revise undergraduate programs and develop programs for additional professional training