Aspekty edukacji wczesnoszkolnej obecne w biograficznym opisie zawodowych doświadczeń nauczycieli przedmiotów

This article is an excerpt from the report on the implementation of the study on the way teachers construct their professional experience. The authors conducted biographical interviews with teachers of public primary and high schools, initiating them with the question of what the experience of being a teacher teaches you. Answering this question, the interviewees created a story about the practice of teaching, the status of the teacher and the mechanisms of building his or her public image. At the same time, the topic of early childhood education was raised in order to 1) justify different approaches to students depending on the stage of education and more difficult, in their opinion, working conditions for teachers with young people; 2) show the need to create a hierarchy in the profession based on the type of classes conducted and the responsibility resulting from preparing students for exams; 3) convince them that competition at every stage of education is a desirable method of building the public image of a school. The authors of the article believe that teachers’ justifications are still governed by an instrumental approach to education, for which the increase in a student’s knowledge measured by exam results determines its value. The thesis about the acceleration of civilization further confirms this belief and shapes the concept of early school education in the consciousness of teachers, mainly as a stage preparing for further education.