Niekompetentni kompetentni: o kompetencjach diagnostycznych nauczycieli edukacji wczesnoszkolnej/przedszkolnej

Abstract

The article outlines research conducted as part of a doctoral thesis and addresses the issue of insufficient diagnostic competencies among elementary education teachers. Based on the feedback from teachers who verbalized difficulties related to the diagnostic process during self-assessment, reflection was undertaken on diagnostic skills and directions for changing the current reality. The research was divided into three parts: two stages of quantitative research and a stage of qualitative research. The participants in the study were preschool and school teachers working in the Kuyavian-Pomeranian Voivodeship.