Prawodawstwo i oczekiwania społeczeństwa jako determinanty różnorodności zadań podejmowanych przez nauczycieli – czyli od wielkich słów do rzeczywistości [chapter]

Dorota Kłodzińska
2011 Nauczyciel wczesnej edukacji. Oczekiwania społeczne i praktyka edukacyjna  
Nowadays, all legal acts concerning Polish education system seem to specify very clearly what requirements schools and teachers are expected to fulfill. A diversity of assignments to be undertaken by them is steadily growing, as teachers have to evolve to meet the changing demands of their profession. They are expected to be more than highly-qualified professionals, as they have to be, among others, good leaders, therapists, PR specialists, police officers, and confessors. According to the
more » ... acts and social expectations they should also be up to date with all education requirements, work with the underprivileged on a voluntary basis, have a sound knowledge of IT and a good command of a foreign language. Whereas schools are to offer not only a safe and friendly atmosphere, but also a variety of extra-curricular activities and good school facilities. The list of expectations seems endless. So, what is a modern school really like? Does it live up to these expectations? In my opinion, as a result of economic, social and culture changes in Poland, at last, it has been turning into a modern, well-equipped place where highly-qualified and caring teachers help children grow, learn and play. Fortunately, they are occasionally rewarded for their hard work and devotion. All in all, contrary to popular belief, it is good that teachers can enjoy long holidays. It is good that they are allowed to go on convalescent leave when they feel drained. And it is good that they are provided with a status of a government functionary. But strangely enough, what they find good about their work is still a greetings card handmade by a child...
doi:10.18778/7525-559-1.06 fatcat:ig7xu7y43rfgbl2wn3fl63a5le