Comparison of Professional Competencies of Students Preparing for the Profession of Preschool and Early Childhood Education Teacher Under Different Forms of Study

Introduction: The reform of higher education and especially of teaching faculties in recent years has introduced significant changes aimed at improving the quality of professional preparation and acquiring the necessary teaching competencies and qualifications. This article presents the results of a study on the self-assessment of professional competence, conducted among female students of different forms of study . Research Aim: The purpose of the study was to compare the self-assessment of professional competence of students preparing to practice as a teacher of preschool and early childhood education in different forms of study. Research Method: The research used the Popular Questionnaire of Emotional Intelligence (PKIE), the PROKOS Questionnaire, the Self-Evaluation of Teaching Competencies survey questionnaire and general survey questionnaire. Results: The study of female students, graduating in pedagogy and preschool and early childhood education, showed no statistically significant differences in soft skills: emotional intelligence and social competence. Statistically significant differences occurred only in two cases in self-assessment of teaching competencies (cooperation with parents and knowledge of the field of mathematics teaching). Conclusions: In order to reduce the differences in the assessment of competencies in science subjects, it is necessary to involve students/teachers more in non-formal further education activities, as well as in the framework of internships to take into account the need to develop the competence of cooperation with families, especially with full-time students.